Adolescent Behavior, Learning, and Knowledge Diffusion: Evidence from a Randomized Experiment

Improving classroom behavior is a persistent challenge in low-resource education systems, where disruptive environments often derail instruction and limit learning. Yet little rigorous evidence exists on whether behavior management can serve as a lever for academic improvement. We evaluate a program that shifts responsibility for establishing behavioral norms and reducing classroom disruptions from teachers to students. Covering over 7,500 adolescents across 127 middle schools in Bangladesh, the program significantly improves the classroom social climate, fostering stronger cooperation, better behavioral norms, and more supportive peer networks. High-performing students benefit most, showing significant gains in math and verbal tests after the program. A follow-up 1.5 years later reveals that while social climate improvements fade, academic gains persist and extend to a broader set of students, though they remain concentrated among higher-ability peers. A key mechanism is enhanced academic support networks among high-ability students, facilitating peer learning and knowledge diffusion within this group.