Abstract
This study explores whether it is possible to affect children's aspirations and ambitions through a classroom-based intervention. We design and implement ORME, an Online Role-model Mentoring program, which consists of exposing children to online meetings with a group of role models. We evaluate ORME with a Randomized Controlled Trial targeting 7th-grade students (12-13 years old) in Campania, an Italian region historically plagued by stagnating economic conditions, the presence of organized crime, and a generalized lack of trust in institutions. One year after the intervention, children exposed to ORME are 8.3 percentage points more likely to enroll in academic tracks. The potential mechanisms of this effect are through an increase in aspirations, self-efficacy, and self-reported effort.