Don't Stop Believing: Empowering Low SES Students through Cognitive Behavioral Interventions

Unrealized potential among low-income students is a significant loss for both individuals and society. Psychological constraints, such as low aspirations and underconfidence, limit students' ability to pursue opportunities. This paper evaluates a cognitive behavioral therapy (CBT) intervention designed to help students overcome these barriers. Implemented in Uruguay's CECAP program and evaluated through a randomized controlled trial, I find that the intervention improved math scores by 6 percentage points and increased school enrollment by 12 percentage points. Treated students also showed greater resilience, stronger beliefs in effort-driven success, and higher expectations of achieving their educational goals. These findings highlight CBT's potential to foster behavioral change and inform policies when there is a concrete belief attached to the therapy.