Higher-Achievement Schools, Peers and Mental Health
利用挪威城市的回归断点设计，研究发现进入高成就高中能提高大学入学率并降低心理疾病诊断概率，教师和同伴特征的变化可能是驱动因素。
Abstract Although many students suffer from anxiety and depression, and often identify school pressure and concerns about their futures as the main reasons for their worries, little is known about the consequences of the schooling environment on students’ mental health. Using a regression discontinuity analysis in the largest Norwegian cities, we show that eligibility to enrol in a higher-achievement high school increases the probability of enrolment in higher education and decreases the probability of diagnosis or treatment of psychological conditions. We provide suggestive evidence that changes in both teacher and peer characteristics are likely drivers of these effects.