School Boarding and Students’ Prosocial Behaviors: Evidence from Rural China

Abstract

AbstractThis study investigated the effects of boarding at school on students’ prosocial behaviors in rural China using data from the National Children's Study of China. The instrumental variable (IV) approach was used to control for potential endogeneity, and the IVs were the proportion of boarding students in higher grades and the school area per student. The ordinary least squares and IV estimates showed that boarding students exhibited more prosocial behaviors, including compliance with rules, positive traits, and altruistic attitudes. These results were robust. Heterogeneity analyses suggested that students from low‐income families, children who were not “left behind,” high‐grade students, and female students were more likely to benefit from boarding. We found that these effects were primarily due to boarding students developing stronger feelings of trust and support from their peers and teachers and participating in more school‐organized events and team activities.