Abstract
This study leverages the rollout of restorative practices (RP) within Chicago Public Schools to investigate whether younger siblings in elementary school who are not directly exposed to RP are affected by their older siblings' RP exposure in high school. We find suggestive evidence that younger siblings' absent days decline in response to indirect RP exposure. In contrast, we do not find any evidence that indirect exposure affects perceived behavior or academic outcomes. Our analysis is intended to provide a useful data point for future work that more comprehensively assesses the scope for spillover effects associated with non-cognitive skill development.
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