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The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools

Author

Listed:
  • Elise Huillery
  • Adrien Bouguen
  • Axelle Charpentier
  • Yann Algan
  • Coralie Chevallier

Abstract

This article shows that a four-year mindset intervention in disadvantaged middle schools led to a 0.05-standard-deviation increase in grade point average, associated with more optimistic beliefs, more self-criticism and improved school behaviour. Treatment effects were larger in terms of both grade point average and National Exam results for students with relatively better social, academic and discipline profiles. According to international empirical benchmarks, this mindset intervention is highly cost effective, but the effect size remains small despite repeated exposure over four years.

Suggested Citation

  • Elise Huillery & Adrien Bouguen & Axelle Charpentier & Yann Algan & Coralie Chevallier, 2025. "The Role of Mindset in Education: A Large-Scale Field Experiment in Disadvantaged Schools," The Economic Journal, Royal Economic Society, vol. 135(671), pages 2276-2301.
    • Handle: RePEc:oup:econjl:v:135:y:2025:i:671:p:2276-2301.
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    File URL: http://hdl.handle.net/10.1093/ej/ueaf015
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    Cited by:

    1. Maxime Fajeau & Julien Grenet & Emma Laveissière & Orane Leonetti, 2025. "Efficacité des politiques éducatives : sources et hypothèses de calcul," Institut des Politiques Publiques halshs-05458929, HAL.

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