This paper builds on the ACT project, an Erasmus+ program funded by the European Commission (project 582958-EPP-1-2016-2-FR-EPPKA3-PI-POLICY). We would like to thank Emily Helmeid, Christelle Jouhanneau (French Ministry of Education) and Stephen Hull (British Council) for their key role in the design and implementation of this program. We are very grateful to Pacome Giraud, Dorra Hamza, Laura Lopez-Torres, Clara Ouchar, Gabriela Sicilia, Rosa Simancas and Yannis Tsirbas for their outstanding contribution to the research field work and management; and to the Ministry teams and middle-schools and teachers for their participation in the project. We also thank participants at the RES and EALE 2022 annual conferences, the IZA/SOLE 2022 Transatlantic meeting, the 13th International Workshop on Applied Economics of Education, the 2022 Simposio de Analisis Economico, the Third Catalan Economic Society Conference as well as participants at the Paris School of Economics, J-PAL Europe and Institute for Fiscal Studies seminars for their helpful comment, and Leila Delannoy, Geraldine Martin and Alice Simon for useful discussions. We acknowledge the support of the Norface Dynamics of Inequality Across the Life-course (DIAL) Joint Research Program (research Project file number 462-16-090, entitled Human capital and inequality during adolescence and working life) and the Agence Nationale pour la Recherche (project ANR-17-0004-01) and the Economic and Social Research Council (ESRC). The project received Paris School of Economics IRB approval #2017 020. This RCT was registered as AEARCTR0004610 (https://doi.org/10.1257/rct.4610-1.0).