[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587931-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-587931-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","nudging-at-scale-evidence-from-a-government-text-messaging-campaign-during-school-shutdowns-in-punjab-pakistan","Nudging at Scale - Evidence from a Government Text Messaging Campaign during School Shutdowns in Punjab, Pakistan","","Text and voice messages are presented as a low-cost behavioral nudge. This paper reports results from a randomized controlled trial evaluating a government information campaign in Punjab, Pakistan during COVID-19 school closures. Messages aimed to increase study time, provide academic support, and encourage reenrollment after reopening, targeting girls in grades 5–7.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/nudging-at-scale-evidence-from-a-government-text-messaging-campaign-during-school-shutdowns-in-punjab-pakistan/587931/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/nudging-at-scale-evidence-from-a-government-text-messaging-campaign-during-school-shutdowns-in-punjab-pakistan/587931.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What behavioral changes did the messaging campaign target during school closures in Punjab, Pakistan?","Question",{"text":63,"@type":64},"The campaign aimed to increase study time, provide academic support while schools were closed, and encourage reenrollment when schools reopened to reduce dropouts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were households assigned to the messaging interventions?",{"text":68,"@type":64},"Households were randomized into three treatment groups and a control group that received no messages.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings on reenrollment and learning outcomes?",{"text":72,"@type":64},"Messages increased reenrollment by about 6.0 percentage points roughly three months after the intervention ended; gender-neutral messages had a larger estimated effect than gender-specific messages. The program also improved learning outcomes for Urdu and math by about 0.2 standard deviation, while academic support alone showed no effect on learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587931,1792189399,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Policy Research Working Paper 11286\u003Cbr>Nudging at Scale\u003Cbr>Evidence from a Government Text Messaging Campaign during School Shutdowns in Punjab, Pakistan\u003Cbr>Koen Geven\u003Cbr>Ayesha Tahir\u003Cbr>Tazeen Fasih\u003Cbr>Javaeria Qureshi\u003Cbr>Amer Hasan\u003Cbr>Sheena Fazili\u003Cbr>Rabea Malik\u003Cbr>Kevin MacDonald |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| | \u003Cbr>Education Global Department January 2026 | | |  |\n|  |  |  |  | A verified reproducibility package for this paper is available at [http://reproducibility.worldbank.org](http://reproducibility.worldbank.org) , click here for direct access. |\n\nPolicy Research Working Paper 11286  \nAbstract  \nText and voice messages have emerged as a low-cost and popular tool for nudging recipients to change behavior. This paper presents findings from a randomized controlled trial designed to evaluate the impact of an information campaign using text and voice messages implemented in Punjab, Pakistan during the COVID-19-induced school closures. This campaign sought to increase study time and provide academic support while schools were closed and to encourage reenrollment when they opened, to reduce the number of dropouts. The campaign targeted girls enrolled in grades 5 to 7. Messages were sent out by a government institution, and the campaign lasted from October 2020 until November 2021, when schools had permanently re-opened. Households were randomized across three treatment groups and a control group that did not receive any messages. The first treatment group received gender-specific messages that explicitly referenced daughters in their households, and the second treatment group received gender-neutral messages. A third group was cross randomized across the first two  \ntreatment arms and received academic support messages (practice math problems and solutions) . The results show that the messages increased reenrollment by 6.0 percentage points approximately three months after the intervention finished. Gender neutral messages (+8.9 percentage points) showed larger effect size on enrolment than gender-specific messages (+ 4.3 percentage points), although the difference is not statistically significant. The message program also increased learning outcomes by 0.2 standard deviation for Urdu and 0.2 standard deviation for math. The paper finds a small positive effect on the intensive margin of remote learning and an (equivalent) small negative effect on the intensive margin of outside tutoring. In line with similar studies on pandemic remediation efforts, the paper finds no effect of the academic support intervention on learning. The findings suggest that increased school enrollment played a role in supporting the observed increase in learning outcomes.  \nThis paper is a product of the Education Global Department. It is part of a larger effort by the World Bank to provide open access to its research and make a contribution to development policy discussions around the world. Policy Research Working Papers are also posted on the Web at [http://www.worldbank.org/prwp. The authors may be contacted at](http://www.worldbank.org/prwp. The authors may be contacted at)[ ](http://www.worldbank.org/prwp. The authors may be contacted at)[kgeven@worldbank.org. A verified reproducibility package for this paper is available at](kgeven@worldbank.org. A verified reproducibility package for this paper is available at) [http://reproducibility.worldbank](http://reproducibility.worldbank). org, click here for direct access.  \nThe Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Ban","cbCain8kWFAeQi4A","https://ap.wps.com/l/cbCain8kWFAeQi4A","pdf",913281,36,"English","# Abstract\n## Introduction","[{\"question\":\"What behavioral changes did the messaging campaign target during school closures in Punjab, Pakistan?\",\"answer\":\"The campaign aimed to increase study time, provide academic support while schools were closed, and encourage reenrollment when schools reopened to reduce dropouts.\"},{\"question\":\"How were households assigned to the messaging interventions?\",\"answer\":\"Households were randomized into three treatment groups and a control group that received no messages.\"},{\"question\":\"What were the main findings on reenrollment and learning outcomes?\",\"answer\":\"Messages increased reenrollment by about 6.0 percentage points roughly three months after the intervention ended; gender-neutral messages had a larger estimated effect than gender-specific messages. The program also improved learning outcomes for Urdu and math by about 0.2 standard deviation, while academic support alone showed no effect on learning.\"}]","Nudging at Scale - Evidence from a Government Text Messaging Campaign during School Shutdowns in Punjab, Pakistan | PDF",1792063787,91]