ABSTRACT Research Findings: As the largest alternative to public education in the United States, Catholic schools distinguish themselves by prioritizing self-discipline along with academic development. Yet, in assessing the role of Catholic schools in child outcomes, almost no research has focused on self-discipline, even though self-discipline is foundational in children’s academic success and development. More so, little attention has been paid to outcomes for young students. Using a nationally representative dataset, we found that children in grades K-2 had more self-discipline compared to other children, as operationalized as fewer externalizing behaviors and greater self-control. Practice or Policy: These findings are generalizable to all children in Catholic schools, and not necessarily specific to a single group. Implications for policy and practice are discussed as well as for Catholic and other types of schools.
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