“The Economic Value of Childhood Socio-Emotional Skills” (with Emilia Del Bono and Ben Etheridge), Accepted for publication in the Journal of Labor Economics, 2026 - link
This paper examines how different dimensions of childhood socio-emotional skills relate to labour market outcomes in adulthood, using data from the 1970 British Cohort Study. We employ a new factorization of teacher-reported behaviours to distinguish between attention, conduct, emotional, and peer-related skills. The results show that these dimensions have markedly different implications: while attention problems are associated with poorer labour market outcomes, conduct-related traits are linked to higher earnings and job satisfaction, highlighting the importance of distinguishing between types of socio-emotional development for policy and intervention.
“The Impact of Teacher Mental Health on Children’s Outcomes” with Emilia Del Bono and Luca Favero (ESRC SDAI, 2026)
This project examines how teachers' mental health affects pupils' educational, behavioural, and wellbeing outcomes. Using large-scale administrative and survey data (ALSPAC), the research investigates whether teacher wellbeing influences children's academic progress, school experiences, and longer-term development, with the aim of informing policies that support both teachers and pupils.
“Restorative and Relational Practices in English Schools: Impact on Pupil and Teacher Outcomes”, with Emilia Del Bono, Angus Holdford and Luca Favero (Nuffield Foundation Research Grant, 2026)
This project evaluates the effects of restorative and relational practices in English schools on both pupil and teacher outcomes. Using administrative and survey data, the research examines whether these approaches improve behaviour, attendance, wellbeing, and school climate, while also influencing teacher retention, absence, and job satisfaction.
“Early Socio-Emotional Skills and Adolescent Offending: Evidence from Administrative Data” (ADR UK Fellow Project, 2024)
This paper examines how early childhood skills shape adolescent offending in England and through which school-specific pathways these relationships operate, using linked administrative education and crime data. The analysis identifies early-life indicators that may inform prevention policies.
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“Socio-Emotional Skills and the Careers of Low-Educated Workers” (with Emilia Del Bono and Ben Etheridge)
This paper examines how socio-emotional skills shape career trajectories among low-educated workers, using longitudinal data from the British Cohort Study (1970). We study how different skills influence occupational sorting and the consequences of skill–job mismatch. The results show that mismatches in certain socio-emotional skills, particularly assertiveness in jobs requiring interpersonal tasks, have persistent negative effects on earnings, highlighting the importance of skill-task alignment beyond formal education.
“Skill Prices and Compositional Effects on the Declining Wage Inequality in Latin America”, Revista Brasileira de Economia, 75(2), 2021 - link
“The Role of the Minimum Wage on the Declining Wage Inequality in Latin America: Evidence from Brazil”, Review of Economic Analysis, 11(1), 2019 - link