Bio


Guilherme is proudly Brazilian. His research focuses on the sources of educational inequities in the global South and on solutions with the potential to overturn them. He is co-director at the Stanford Lemann Center and a faculty affiliate at the Stanford King Center on Global Development and at the Stanford Center on Early Childhood. He holds a PhD in Political Economy and Government from Harvard University. He was previously the UNICEF Professor of Child Well-being and Development at the University of Zurich. Guilherme is also a co-founder of Brazilian EdTech Movva, a student success management system supporting vulnerable students graduate college. He was acknowledged by the Schwab Foundation as top-10 Brazilian social entrepreneur in 2020 (post-Covid legacy) and by MIT Technology Review as the top under-35 Brazilian innovator in 2014. His research has been published in numerous scientific journals, including the Proceedings of the National Academy of Sciences (PNAS) and Nature Human Behavior, and campaigns featuring his work won multiple awards, including two lions at the Cannes Lions International Festival of Creativity.

Academic Appointments


Research Interests


  • Achievement
  • Adolescence
  • Assessment, Testing and Measurement
  • Child Development
  • Data Sciences
  • Early Childhood
  • Economics and Education
  • Educational Policy
  • Elementary Education
  • Equity in Education
  • Gender Issues
  • International and Comparative Education
  • Learning Differences
  • Literacy and Language
  • Math Education
  • Motivation
  • Parents and Family Issues
  • Poverty and Inequality
  • Research Methods
  • School Reform
  • Social and Emotional Learning
  • Special Education
  • Teachers and Teaching
  • Technology and Education

Stanford Advisees


All Publications


  • Neglecting students' socio-emotional skills magnified learning losses during the pandemic. NPJ science of learning Lichand, G., Christen, J., Egeraat, E. V. 2024; 9 (1): 28

    Abstract

    Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students' socio-emotional skills-such as their ability to self-regulate emotions, their mental models, motivation, and grit-during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18,256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students' socio-emotional skills magnified learning losses during the pandemic.

    View details for DOI 10.1038/s41539-024-00235-9

    View details for PubMedID 38594315

    View details for PubMedCentralID 9391221

  • The lasting impacts of remote learning in the absence ofremedial policies: Evidence from Brazil PNAS Lichand, G., Dória, C. 2024; 121 (22): 1-9

    View details for DOI 10.1073/pnas.2316300121

  • Nudging parents and teachers to improve learning and reduce child labor in Cote d'Ivoire. NPJ science of learning Wolf, S., Lichand, G. 2023; 8 (1): 37

    Abstract

    Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N=100 schools, 2246 students) in Cote d'Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d=0.08, p=0.158), and marginally statistically significant increases in child labor (d=0.11, p<0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.

    View details for DOI 10.1038/s41539-023-00180-z

    View details for PubMedID 37704694

  • Sociodemographic predictors of depression and anxiety symptomatology among parents in rural Cote d'Ivoire JOURNAL OF AFFECTIVE DISORDERS Kumar, A., Bartoli, B., Lichand, G., Wolf, S. 2023; 338: 1-9

    Abstract

    In Côte d'Ivoire, cocoa farming is a widespread practice in rural households, an occupation with increased risks of depression and anxiety exacerbated by economic instability. We used the Goldberg-18 Depression and Anxiety diagnostic tool to identify predictors of depressive and anxiety symptomatology among a sample of parents in rural cocoa farming communities.In a cross-sectional survey, the Goldberg-18 was administered to Ivorian parents (N = 2471). Confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the assessment tool, and Ordinary Least Squares (OLS) regression with clustered standard errors was used to identify sociodemographic predictors of symptomatology.CFA showed adequate fit statistics for a two-factor model measuring depressive and anxiety symptoms. Among respondents, 87 % screened positive for requiring further referral for clinical diagnosis. Sociodemographic predictors of depressive and anxiety symptoms were similar for males and females. For the total sample, higher monthly income, more years of education, and belonging to the Mandinka ethnic group predicted fewer depressive and anxiety symptoms. In contrast, higher depressive and anxiety symptomatology were associated with age. Single marital status predicted increased anxiety but not depressive symptoms for the full sample model and the female only sample, but not the male sample.This is a cross-sectional study.The Goldberg-18 measures distinct domains of depressive and anxiety symptoms in a rural Ivorian sample. Age and single marital status are predictors of increased symptoms. Higher monthly income, higher education, and certain ethnic affiliations are protective factors.

    View details for DOI 10.1016/j.jad.2023.05.060

    View details for Web of Science ID 001019629200001

    View details for PubMedID 37245553