 Peers with special needs and students’ noncognitive performance: Evidence from ChinaZheng Pan and Yiyang Luo Economic Modelling, 2023, vol. 125, issue C Abstract: In the ongoing debate regarding the role of inclusive education, the existing literature has paid insufficient attention to the externalities of students with special needs in general classrooms. This study investigates the impact of special needs peers on the regular student’s noncognitive performance. We use a nationally representative survey of first-grade students in China’s junior high schools and exploit variations in the proportion of special needs students across randomly assigned classrooms. Our results indicate that the presence of special needs students in the general classroom does not influence the regular student’s negative emotion, general satisfaction, and social acclimation. The findings are consistent with various robustness checks for estimation strategies, sample compositions, and heterogeneous analyses. Our study provides important insights into the skill formation of regular students in inclusive settings where general schools have relatively strict admission standards for special needs students in regular classrooms. Keywords: Peer effects; Special needs students; Noncognitive performance; Random classroom assignment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecmode:v:125:y:2023:i:c:s0264999323001517 DOI: 10.1016/j.econmod.2023.106339 Access Statistics for this article Economic Modelling is currently edited by S. Hall and P. Pauly More articles in Economic Modelling from Elsevier |
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