This article examines the impact of social diversity within schools on social cohesion, socio-emotional development and academic achievement. We analyse the variation resulting from a desegregation programme implemented by the French Ministry of National Education by comparing middle schools / lower secondary schools that have increased their socio-economic diversity with similar schools – in terms of their observable characteristics – that have not. By focusing on schools and pupils with the greatest initial potential for increased diversity, the authors find that exposure to a more socio-economically diverse peer group yields socio-emotional benefits for both pupils from advantaged backgrounds and those from disadvantaged backgrounds, whilst strengthening social cohesion, without any negative impact on the academic performance of either group. These findings provide useful insights for the development of policies aimed at strengthening social cohesion in a context of growing polarisation.
HAL: halshs-05586531
