Inclusive Teaching: Spotting Social Isolation in the Classroom

We evaluate an intervention aimed at addressing social isolation in classrooms. The treatment provides teachers with their students’ social networks and information on developmental risks associated with social exclusion. Using friendship data and incentive-compatible measures, we find that the intervention reduces social isolation and antisocial behavior but does not increase prosocial behavior. Lower antisocial behavior enhances economic efficiency, reflected in higher average student payoffs and reduced inequality. Our findings highlight the personal and communal benefits of addressing social exclusion and antisocial peer dynamics in schools. (JEL D91, I21, I24, I28, J13, Z13)