The Direct and Spillover Effects of a Mental Health Program for Disruptive Students.

53 Pages Posted: 27 Jan 2019

See all articles by Clément de Chaisemartin

Clément de Chaisemartin

University of California, Santa Barbara (UCSB) - Department of Economics

Nicolás Navarrete

Paris School of Economics (PSE)

Date Written: January 15, 2019

Abstract

A large literature finds that cognitive behavioral therapy programs for disruptive students can reduce their disruptiveness and improve their academic outcomes. However, the literature has mostly considered demonstration programs implemented with significant researcher involvement, and has not studied the spillover effects on ineligible students. In this paper, we use a randomized controlled trial to estimate the direct and spillover effects of one such program, implemented as a nationwide policy in Chile. The program has no effect on eligible students’ disruptiveness and academic outcomes. It increases the disruptiveness of ineligible students. Finally, it increases the segregation between eligible and ineligible students.

Keywords: disruptive students, spillover effects, peer effects, cognitive behavioral therapy

JEL Classification: I21, I24, I28, D62

Suggested Citation

de Chaisemartin, Clément and Navarrete, Nicolás, The Direct and Spillover Effects of a Mental Health Program for Disruptive Students. (January 15, 2019). Available at SSRN: https://ssrn.com/abstract=3316325 or http://dx.doi.org/10.2139/ssrn.3316325

Clément De Chaisemartin

University of California, Santa Barbara (UCSB) - Department of Economics ( email )

2127 North Hall
Santa Barbara, CA 93106
United States

Nicolás Navarrete (Contact Author)

Paris School of Economics (PSE) ( email )

48 Boulevard Jourdan
Paris, 75014 75014
France

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