The Causal Impact of Socio-Emotional Skills Training on Educational Success

Giuseppe Sorrenti, Ulf Zölitz, Denis Ribeaud and Manuel Eisner

The Review of Economic Studies, 2025, vol. 92, issue 1, 506-552

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 enrol in university. Two mechanisms drive these results. Treated children show fewer attention deficit/hyperactivity disorder 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: Socio-emotional skills; Randomized intervention; Child development; School tracking (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:oup:restud:v:92:y:2025:i:1:p:506-552.

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