The Direct and Spillover Effects of a Nationwide Mental Health Program for Disruptive Students
55 Pages Posted: 27 Jan 2019 Last revised: 10 Mar 2019
Date Written: January 15, 2019
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 small-scale programs, and has not studied spillover effects on ineligible students. We use a randomized controlled trial to estimate the 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 worsens the studying conditions in treated classes, and it may increase the disruptiveness of ineligible students. More research is needed to determine how to successfully scale-up such programs.
Keywords: disruptive students, spillover effects, peer effects, cognitive behavioral therapy
JEL Classification: I21, I24, I28, D62
Suggested Citation: Suggested Citation