The impact of boarding schools on the development of cognitive and non-cognitive abilities in adolescents

Abstract

BackgroundSince China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students' cognitive and non-cognitive development. This study investigates the effect of boarding schools on the development of cognitive and non-cognitive abilities of junior high school students in rural northwest China.MethodsUsing a sample of 5,660 seventh-grade students from 160 rural junior high schools across 19 counties, we identify a causal relationship between boarding and student abilities with the instrumental variables (IV) approach.ResultsThe results suggest that boarding positively influences memory and attention, while it has no significant effect on other cognitive abilities such as reasoning, transcription speed, and accuracy. Furthermore, we find no significant association between boarding and the development of non-cognitive skills.ConclusionsGiven the widespread prevalence of boarding schools in rural regions, our study highlights the growing importance of improving school management to promote the development of students’ cognitive abilities and integrating the development of non-cognitive or social-emotional abilities into students’ daily routines.