Misinformation poses serious risks for democratic governance, conflict, and health. A new study in American Political Science Review co-authored by SIS professor Sumitra Badrinathan, which won the Best Paper Award from the American Political Science Association’s Experimental Research Section, evaluates whether sustained, classroom-based education against misinformation can equip schoolchildren to become more discerning consumers of information.

Partnering with a state government agency in Bihar, India, Badrinathan and her co-authors conducted a field experiment in 583 villages with 13,500 students, using a 4-month curriculum designed to build skills, shift norms, and enhance knowledge about health misinformation. Their research found that participants who received the intervention became noticeably better at separating fact from fiction. They made more informed health choices, placed greater trust in science, and turned away from unreliable news sources. Four months later, the researchers found the improvements held steady, and even extended to how participants judged political misinformation. The effects didn’t stop there: parents of students who took part also showed sharper skills in spotting false information, suggesting the lessons spread at home. As many countries seek long-term solutions to combat misinformation, these findings highlight the promise of sustained classroom-based education.

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