A national experiment reveals where a growth mindset improves achievement.

A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention-which teaches that intellectual abilities can be developed-improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.

Impacts of Publicly Funded Health Insurance for Adults on Children's Academic Achievement.

Empirical evidence demonstrates that publicly funded adult health insurance through the Affordable Care Act (ACA) has had positive effects on low-income adults. We examine whether the ACA's Medicaid expansions influenced child development and family functioning in low-income households. We use a difference-in-differences framework exploiting cross-state policy variation and focusing on children in low-income families from a nationally representative, longitudinal sample followed from kindergarten to fifth grade. The ACA Medicaid expansions improved children's reading test scores by approximately 2 percent (0.04 SD). Potential mechanisms for these effects within families are more time spent reading at home, less parental help with homework, and eating dinner together. We find no effects on children's math test scores or socioemotional skills.

Who feels like they belong? Personality and belonging in college.

Having a secure sense of belonging at school supports students' academic achievement and well-being. However, little research has examined how students' personalities relate to their feelings of school belonging. We address this gap in the literature by leveraging data from a large sample of first-year college students (N = 4,753) from a diverse set of North American colleges and universities (N = 12). We found that both extraversion and agreeableness were positively associated with belonging, while neuroticism was negatively associated with belonging. In an exploratory analysis, we examined differences between large and small schools. Students who were more extraverted, less neurotic, and less open were more likely to attend large schools. Additionally, the association between extraversion and belonging was stronger for students at large schools. These findings advance our understanding of who comes to feel like they belong at college and how school context may influence these relationships. We emphasize the need for continued research on the relationship between personality and belonging. Additionally, we highlight the implications of these results for higher education institutions.

Where and with whom does a brief social-belonging intervention promote progress in college?

A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates. The college context also mattered: The intervention was effective only when students' groups were afforded opportunities to belong. This study develops methods for understanding how student identities and contexts interact with interventions. It also shows that a low-cost, scalable intervention generalizes its effects to 749 4-year institutions in the United States.

Better Late Than Never: Effects of Late ACA Medicaid Expansions for Parents on Family Health-Related Financial Well-Being.

Public health insurance eligibility for low-income adults has improved adult economic well-being. But whether parental public health insurance eligibility has spillover effects on children's health insurance coverage and family health-related financial well-being is less understood. We use the 2016 to 2020 National Survey of Children's Health (NSCH) to estimate the effects of Medicaid expansions through the Affordable Care Act (ACA) for parents on child health insurance coverage, parents' employment decisions due to child health, and family health-related financial well-being. We compare children in low-income families in states that expanded Medicaid for parents after 2015 to states that never expanded in a difference-in-differences framework. We find that these expansions were associated with increases in children's public health insurance coverage by 5.5 percentage points and reductions in private coverage by 5 percentage points. We additionally find that parents were less likely to avoid changing jobs for health insurance reasons and children's medical expenses were less likely to exceed $1000. We find no evidence that the expansions affected children's dual coverage and uninsurance. Our estimates are robust to falsification and sensitivity analyzes. Our findings also suggest that benefits on children's medical expenses are concentrated in the families with the greatest financial need.

College Students' Sense of Belonging and Mental Health Amidst the COVID-19 Pandemic.

PURPOSE: Social isolation, anxiety, and depression have significantly increased during the COVID-19 pandemic among college students. We examine a key protective factor-students' sense of belonging with their college-to understand (1) how belongingness varies overall and for key sociodemographic groups (first-generation, underrepresented racial/ethnic minority students, first-year students) amidst COVID-19 and (2) if feelings of belonging buffer students from adverse mental health in college. METHODS: Longitudinal models and regression analysis was assessed using data from a longitudinal study of college students (N = 1,004) spanning (T1; Fall 2019) and amidst COVID-19 (T2; Spring 2020). RESULTS: Despite reporting high levels of belonging pre- and post-COVID, consistent with past research, underrepresented racial/ethnic minority/first-generation students reported relatively lower sense of belonging compared to peers. Feelings of belonging buffered depressive symptoms and to a lesser extent anxiety amidst COVID among all students. CONCLUSIONS: College students' sense of belonging continues to be an important predictor of mental health even amidst the pandemic, conveying the importance of an inclusive climate.

Effects of parental public health insurance eligibility on parent and child health outcomes.

Many states expanded their Medicaid programs to low-income adults under the Affordable Care Act (ACA). These expansions increased Medicaid coverage among low-income parents and their children. Whether these improvements in coverage and healthcare use lead to better health outcomes for parents and their children remains unanswered. We used longitudinal data on a large, nationally representative cohort of elementary-aged children from low-income households from 2010 to 2016. Using a difference-in-differences approach in state Medicaid policy decisions, we estimated the effect of the ACA Medicaid expansions on parent and child health. We found that parents' self-reported health status improved significantly post-expansion in states that expanded Medicaid through the ACA by 4 percentage points (p < 0.05), a 4.7% improvement. We found no significant changes in children's use of routine doctor visits or parents' assessment of their children's health status. We observed modest decreases in children's body mass index (BMI) of about 2% (p < 0.05), especially for girls.

College Students' Sense of Belonging: A National Perspective.

In a nationally representative sample, first-year US college students "somewhat agree", on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at four-year schools, while the opposite is true at two-year schools. Further, at four-year schools, belonging predicts better persistence, engagement, and mental health, even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.

A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university.

Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students' persistence-even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students' sense of belonging at a broad-access university (N = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control groups. This two-year gain in persistence was mediated by greater feelings of social and academic fit one-year post-intervention. Results suggest that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.