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Field
Trial End Date
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Before
May 01, 2026
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After
June 01, 2026
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Last Published
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Before
July 25, 2025 11:29 AM
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After
December 01, 2025 07:45 AM
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Primary Outcomes (End Points)
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Before
The primary outcomes focus on beliefs, perceptions and behaviour. Constructs such as reflection and mindfulness, both measured using 4-item, 6-point likert scales. We gather information on altruism, fairness, reciprocity, and perception of teacher and student behaviour and that of inequality inside the classroom (Bottiani et al., 2016; Garcia Castro et al., 2020; Diehl et al., 2023; Falk et al., 2016; Falk et al., 2018). Behavioural dimensions such as pro-sociality, collective action and cheerfulness or patience in responding to questions are captured using direct questions or vignettes (Murphy et al., 2020; Alan et al., 2025; Diehl et al., 2023; Falk et al., 2016; Falk et al., 2018).
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After
The primary outcomes focus on beliefs, perceptions and behaviour. Constructs such as reflection and mindfulness, both measured using 4-item battery of questions in the form of likert scales. We gather information on altruism, fairness, reciprocity, and perception of teacher and student behaviour and that of inequality inside the classroom (Bottiani et al., 2016; Garcia Castro et al., 2020; Diehl et al., 2023; Falk et al., 2016; Falk et al., 2018). Behavioural dimensions such as pro-sociality, collective action and cheerfulness or patience in responding to questions are captured using direct questions or vignettes (Murphy et al., 2020; Alan et al., 2025; Diehl et al., 2023; Falk et al., 2016; Falk et al., 2018).
Alongside, we ask direct questions on school attractiveness and time preferences in the follow-up as a proxy for school climate and student’s psychological states.
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Field
Randomization Method
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Before
Primary and secondary data will be collected from children and teachers of 72 government schools. These schools are randomly assigned into two homogeneous and comparable groups: one treatment and one control group.
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After
Primary and secondary data will be collected from children and teachers of 72 government schools. These schools are randomly assigned into two homogeneous and comparable groups: one treatment and one control group.
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Field
Power calculation: Minimum Detectable Effect Size for Main Outcomes
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Before
Estimates for detecting 0.1, 0.25 and 0.3 sd effects at 5% significance level within conventional limits predicts a sample of 22-35 schools per treatment on our primary outcomes.
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After
Estimates for detecting 0.1, 0.25 and 0.3 sd effects at 5% significance level within conventional limits predicts a sample of 22-35 schools per treatment on our primary outcomes. We started off with reaching out to 90 schools of which 72 agreed to participate in the study.
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Field
Secondary Outcomes (End Points)
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Before
Within a set of secondary outcomes, psychological factors assessed using validated instruments. These include depressive symptoms measured by the Patient Health Questionnaire (PHQ-9) (Kroenke et al., 2009), perceived stress assessed through the Perceived Stress Scale (Cohen et al., 1994; White, 2014), and Hope is evaluated using the Adult Hope Scale (AHS) and Children’s Hope Scale (CHS) (Snyder et al., 1997; Snyder et al., 2007). Aspects of children’s mental health are also assessed through children’s self-portraits and drawing features (Baird et al., 2022; Glewwe et al., 2018). Some additional secondary outcomes include students’ beliefs related to gender norms and stereotypes that are based on measures from Nyqvist and Jayachandran (2017) and Bhan and Wen (2021). Moreover, academic performance is evaluated.
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After
Within a set of secondary outcomes, psychological factors assessed using validated instruments. These include depressive symptoms measured by the Patient Health Questionnaire (PHQ-9) (Kroenke et al., 2009), perceived stress assessed through the Perceived Stress Scale (Cohen et al., 1994; White, 2014), and Hope is evaluated using the Adult Hope Scale (AHS) and Children’s Hope Scale (CHS) (Snyder et al., 1997; Snyder et al., 2007). Aspects of children’s mental health are also assessed through children’s self-portraits and drawing features (Baird et al., 2022; Glewwe et al., 2018). Some additional secondary outcomes include students’ beliefs related to gender norms and stereotypes that are based on measures from Nyqvist and Jayachandran (2017) and Bhan and Wen (2021). Moreover, academic performance is evaluated.
Alongside, we try to capture the school climate through questionnaires from teachers and principals and by tracking the choice of opting into a program that is premised to foster student wellbeing in the school premises. We also observe factors that contribute to student wellbeing such as teacher responsiveness or peer networks.
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