Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
We design and experimentally evaluate two low-cost, scalable interventions – an online preparatory module to help students reflect on and overcome barriers and a text-message coaching program – in a sample of over 3000 undergraduate students at a large Canadian university. Supplementing administrative data on academic outcomes with a unique follow-up survey on student well-being, we estimate positive program effects on non-academic outcomes such as feelings of satisfaction and belonging, despite estimating null effects on course grades and credit accumulation. Given the low costs associated with administering these programs, our results suggest that the positive impacts on student well-being may warrant program expansion even in the absence of impacts on academic outcomes.