Zhou, WeinaHill, Andrew J.2023-03-032023-03-032022-11Zhou, W., & Hill, A. J. (2023). The spillover effects of parental verbal conflict on classmates' cognitive and noncognitive outcomes. Economic Inquiry, 61(2), 342-363.0095-2583https://scholarworks.montana.edu/handle/1/17753This is the peer reviewed version of the following article: [The spillover effects of parental verbal conflict on classmates' cognitive and noncognitive outcomes. Economic Inquiry 61, 2 p342-363 (2022)], which has been published in final form at https://doi.org/10.1111/ecin.13122. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3.This study shows that children exposed to Interparental Verbal Conflict (IPVC) exert negative spillovers on their peers. Our first identification strategy uses within-school, across-classroom variation in peer's IPVC in schools that randomly assign students into classrooms. Our second strategy uses within-student, year-to-year changes in peer's IPVC to control for peer's pre-existing characteristics. Both results suggest that being randomly assigned to classes where more classmates experience IPVC reduces mental wellbeing, lowers social engagement, diminishes self-confidence, and increases the likelihood of problem behaviors. Effects operate by damaging relationships between classmates. There is no evidence of impacts on test scores or teacher behavior.en-UScopyright Wiley 2022https://web.archive.org/web/20200106202133/https://onlinelibrary.wiley.com/library-info/products/price-listshttp://web.archive.org/web/20190530141919/https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.htmlclassroom environmentinterparental conflictnon‐cognitive skillspeer effectsArticle