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Preventing Violence in the Most Violent Contexts : Behavioral and Neurophysiological Evidence

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  • Dinarte Diaz,Lelys Ileana
  • Egana-delSol,Pablo

Abstract

This paper provides experimental evidence of the impact of an after-school program on vulnerable public-school students in El Salvador. The program combined a behavioral intervention with ludic activities for students aged 10-16 years old. The authors hypothesize that it affects violence, misbehaviors, and academic outcomes by modulating emotional regulation or automatic reactions to external stimuli. Results indicate the program reduced reports of bad behavior and school absenteeism while increasing students? grades. Neurophysiological results suggest that the impacts on behavior and academic performance are driven by the positive effects of the program on emotional regulation. Finally, the study finds positive spillover effects for untreated children.

Suggested Citation

  • Dinarte Diaz,Lelys Ileana & Egana-delSol,Pablo, 2019. "Preventing Violence in the Most Violent Contexts : Behavioral and Neurophysiological Evidence," Policy Research Working Paper Series 8862, The World Bank.
    • Handle: RePEc:wbk:wbrwps:8862
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    File URL: http://documents.worldbank.org/curated/en/863301558616166819/pdf/Preventing-Violence-in-the-Most-Violent-Contexts-Behavioral-and-Neurophysiological-Evidence.pdf
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    Cited by:

    1. Bilge Erten & Pinar Keskin, 2020. "Breaking the Cycle? Education and the Intergenerational Transmission of Violence," The Review of Economics and Statistics, MIT Press, vol. 102(2), pages 252-268, May.
    2. Dinarte Diaz,Lelys Ileana, 2020. "Peer Effects on Violence : Experimental Evidence from El Salvador," Policy Research Working Paper Series 9187, The World Bank.

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    Keywords

    Educational Sciences; Crime and Society; Education For All;
    All these keywords.

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