%0 Report
        %A Sorrenti, Giuseppe
%A Zölitz, Ulf
%A Ribeaud, Denis
%A Eisner, Manuel
        %T The Causal Impact of Socio-Emotional Skills Training on Educational Success
        %D 2020
        %8 2020 Mar
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 13087
        %U https://www.iza.org/publications/dp13087
        %X 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.
        %K child development
%K randomized intervention
%K socio-emotional skills
%K school tracking