Liberté, Égalité, Crédibilité: An experimental study of citizens' perceptions of government responses to COVID-19 in eight countries.

During a global pandemic, individual views of government can be linked to citizens' trust and cooperation with government and their propensity to resist state policies or to take action that influences the course of a pandemic. This article explores citizens' assessments of government responses to COVID-19 as a function of policy substance (restrictions on civil liberties), information about performance, and socioeconomic inequity in outcomes. We conducted a survey experiment and analyzed data on over 7000 respondents from eight democratic countries. We find that across countries, citizens are less favorable toward COVID-19 policies that are more restrictive of civil liberties. Additionally, citizens' views of government performance are significantly influenced by objective performance information from reputable sources and information on the disproportionate impacts of COVID-19 on low-income groups. This study reinforces the importance of policy design and outcomes and the consideration of multiple public values in the implementation of public policies.

How first-language instruction transfers to majority-language skills.

With an increasing number of immigrant children in many countries, questions of how to prepare them for further education become highly salient. Few studies have examined the effect of first-language instruction on children's engagement in school and how that may later transfer into better majority-language outcomes. A randomized controlled trial in Denmark (n = 230) took an asset-based approach to students' cultural and linguistic backgrounds. We found that first-language instruction of majority-language learners (average age 7.1 years) reduced their behavioural problems in school and increased their school satisfaction and their parents' engagement. We saw no immediate effect on their spoken first-language skills, but one year after the intervention ended, their reading skills in the majority language were substantially improved. Half of this improvement could be explained by reduced behavioural problems. The results thereby indicate that an asset-based approach to students' linguistic and cultural backgrounds can help to ensure that first-language instruction transfers into majority-language skills.