From volunteer to senior research scholar, Huan Wang has been working with the Rural Education Action Program (REAP) for over a decade. Her research focuses on assessing educational quality and identifying effective educational programs and policies to improve student outcomes in rural China. Over the years, Huan Wang has taken the lead on several key REAP research projects and currently leads two research initiatives related to mental health and vision care. We sat down with her to learn more about her journey to Stanford and her drive to address educational disparities and promote human development in China and globally.

The Journey to Becoming a Researcher

Q: Tell me a bit about your journey to Stanford. How did you become involved with REAP? 

A: My journey to Stanford was driven by a desire to address educational disparities and promote human development. Growing up in a small town in China, I witnessed how limited access to quality schooling hindered students with great potential. My undergraduate studies introduced me to the Rural Education Action Program (REAP), aligning with its mission to reduce educational inequalities in China through evidence-based interventions.

I volunteered with REAP as a fieldwork team member, assisting with randomized controlled trials (RCTs) that evaluated educational programs, such as free vision care and nutritional assistance, in rural communities. This experience deepened my commitment to using data-driven methods to support underserved students. Subsequently, I pursued my PhD in economics, collaborating on research with REAP.

This collaboration led me to Stanford, where I refined my research skills, first as a postdoc and now as a full-time research scholar. Throughout my journey, I have remained dedicated to bridging the urban-rural education gap and enhancing student well-being. My work with REAP and Stanford’s research community has reinforced my belief in the power of evidence-based solutions to drive meaningful social change.

Q: What inspired you to pursue a PhD and become a researcher?

A: My main motivation has always been a desire to address real-world problems, particularly inequalities in education. Early on, I realized that while many people try to make an impact in helping underserved communities with limited resources, few were using rigorous methods—like RCTs—to definitively measure the impact of potential solutions. This gap fueled my interest in pursuing a PhD in economics, so I could gain the quantitative and analytical tools necessary to run large-scale field studies.

One pivotal moment was seeing how something as simple as providing free eyeglasses could double learning outcomes for students who had difficulty seeing the blackboard. That experience showed me the power of small interventions to make a big difference. Over the years, my research expanded from vision care to nutritional assistance and computer-assisted tutoring programs for vulnerable students. 

A Powerful Duo: Education and Mental Health Awareness

Q: If you met someone who knew absolutely nothing about you, your research, or political methodology and comparative politics, how would you describe the work that you do and why you do it?

A: I’m an economist who uses randomized controlled trials to test what truly helps students learn and thrive. Picture a scientist running experiments, but instead of a lab, my “laboratory” is rural schools or communities in China. I evaluate interventions that range from providing eyeglasses to introducing a social-emotional learning curriculum. The goal is to identify which approaches effectively improve academic performance, mental health, and overall well-being among students with limited access to resources.

Ultimately, I do this because education was my own ladder to opportunity, and I’ve seen how powerful it can be in transforming lives—especially in underprivileged communities. But I’ve also witnessed the hidden toll of mental health issues, from anxiety and depression to intense academic pressure. That’s why my current focus includes understanding and addressing the roots of these challenges, in hopes of making education more holistic and supportive for students.

Q: Can you share a bit about one of your recent studies?

A: One of my most exciting current endeavors focuses on mental health in underserved communities in China, particularly among students, teachers, and mothers. This represents a shift from my previous work, which was solely centered on enhancing academic learning outcomes. You can only go so far with rational economic modeling and quantitative data; these methods are powerful yet often overlook deeply humanistic questions related to well-being, identity, and what it means to flourish as an individual.

I am conducting randomized controlled trials to examine how interventions like social-emotional learning (SEL) and mindfulness practices influence the mental wellness of students and their communities. We collect data through fieldwork, combining surveys, focus groups, and psychological assessments. The goal is to determine whether these interventions not only improve short-term metrics—such as reducing stress and anxiety—but also foster long-term emotional health and resilience.

Why is this so important? In underserved areas of China, academic pressure is extremely high, yet there’s often little support available for addressing stress, depression, or anxiety. Students under chronic stress cannot perform effectively in the classroom, and teachers experiencing mental health challenges often lack the resources they need. Early findings suggest that when we provide students with greater emotional support, they are more likely to thrive academically and socially. The ripple effects can be immense.