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We evaluate an intervention aimed at addressing social isolation
in classrooms. The treatment provides teachers with their students鈥�
social networks and information on developmental risks associated
with social exclusion. Using friendship data and incentive-compatible
measures, we find that the intervention reduces social
isolation and antisocial behavior but does not increase prosocial
behavior. Lower antisocial behavior enhances economic efficiency,
reflected in higher average student payoffs and reduced inequality.
Our findings highlight the personal and communal benefits of addressing
social exclusion and antisocial peer dynamics in schools.
