@TechReport{iza:izadps:dp13087,
            	author={Sorrenti, Giuseppe and Zölitz, Ulf and Ribeaud, Denis and Eisner, Manuel},
            	title={The Causal Impact of Socio-Emotional Skills Training on Educational Success},
            	year={2020},
	month={Mar},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={13087},
            	url={https://www.iza.org/publications/dp13087},
	abstract={We study the long-term effects of a randomized intervention targeting children's socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and enroll in university. Two mechanisms drive these results. Treated children show fewer ADHD symptoms: they are less impulsive and less disruptive. They also attain higher grades, but they do not score higher on standardized tests. The long-term effects on educational attainment thus appear to be driven by changes in socio-emotional skills rather than cognitive skills.},
	keywords={child development;randomized intervention;socio-emotional skills;school tracking},
            }