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This paper studies how peers in school affect students’ mental health. Guided by a theoretical framework, we find that increasing students’ relative ranks in their cohorts by one standard deviation improves their mental health by 6% of a standard deviation conditional on own ability. These effects are more pronounced for low-ability students, persistent for at least 14 years, and carry over to economic long-run outcomes. Moreover, we document a strong asymmetry: Students who receive negative rather than positive shocks react more strongly. Our findings therefore provide evidence on how the school environment can have long-lasting consequences for the well-being of individuals.
|Place of Publication||Glasgow|
|Publisher||University of Strathclyde|
|Number of pages||70|
|Publication status||Published - 1 Jun 2020|
- peer effects
- mental health
- rank effects
- public health
- economic long-run outcomes
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- 1 Oral presentation
Presentation at the 2nd Workshop on Health and Inequality
Jonathan Norris (Speaker)7 Nov 2020
Activity: Talk or presentation types › Oral presentation