Research

This paper examines how social envy influences workplace productivity through a field experiment with sugarcane mill workers in Kakamega, Kenya. In settings where conspicuous productivity can trigger resentment, high-effort workers may intentionally reduce effort to avoid social punishment. I randomize payment conditions across 600 mill workers to vary the visibility of earnings and whether top performers are publicly highlighted. By comparing private versus public payment, and varying types of public recognition, I test whether conspicuous production reduces output due to envy, distinct from other peer effects such as social taxation.

This paper investigates how income inequality drives jealousy and sanctioning behavior in collectivist communities, focusing on the role of informal redistribution networks. In rural Kenya, where envy-related punishment is common, I use a randomized controlled trial with sugarcane mill workers to test whether workplace bonuses provoke sabotage, and whether sharing norms mitigate such effects. Participants are paired based on income equality and social ties, and outcomes include jealousy, punitive behavior, and life satisfaction. The study offers causal evidence on how envy and redistribution norms shape economic behavior and social cohesion amid inequality. 

This study evaluates the impact of trauma-informed school programming on adolescent well-being and educational outcomes in Zimbabwe. Through a cross-randomized controlled trial in 12 schools, 482 students were assigned to one of three groups: control, teacher training in trauma-sensitive pedagogy, or teacher training combined with student participation in Freedom Clubs—a ten-week program using scripted audio stories and peer discussion to process common traumatic experiences. The research examines effects on PTSD symptoms, depression, gender norms, social support, and school performance. Results show that Freedom Clubs significantly improved mental health and attendance, especially among students with high baseline trauma, while teacher training alone had mixed or negative effects on this group. Substantial spillovers were observed, indicating diffusion of program benefits. Endline results confirmed sustained gains in self-esteem and social trust, though stigma around disclosure remained. This study underscores the need to integrate psychosocial interventions into development strategies targeting educational and human capital outcomes.