Disruptive School Peers and Student Outcomes

Jannie H. G. Kristoffersen, Morten Visby Krægpøth, Helena Skyt Nielsen, Marianne Simonsen

Research output: Contribution to journalJournal articlepeer-review


This paper estimates how peers’ achievement gains are affected by the presence of potentially disruptive and emotionally sensitive children in the school-cohort. We exploit that some children move between schools and thus generate variation in peer composition in the receiving school-cohort. We identify three groups of potentially disruptive and emotionally sensitive children from detailed Danish register data: children with divorced parents, children with parents convicted of crime, and children with a psychiatric diagnosis. We find that adding potentially disruptive children lowers the academic achievement of peers by about 1.7–2.3% of a standard deviation.
Original languageEnglish
JournalEconomics of Education Review
Pages (from-to)1-13
Number of pages13
Publication statusPublished - Apr 2015

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