University of Washington Study
The most recent of several studies of Edge’s effectiveness, a three-year 250-student study, conducted by the University of Washington, concluded in December 2018. The study showed that Edge InSchool Coaching is a tremendous investment in middle-school students’ SEL (Social and Emotional Learning). The role of SEL in improving outcomes for students – in school and in life – cannot be overstated.
Study Summary
Below is a summary of what the study found about the effectiveness of Edge InSchool Coaching for Social and Emotional Learning (SEL) for middle school students.
- 95.6% of students had a more positive attitude about school
- 80.2% of students had increased confidence (self-efficacy)
- 94.8% of students were more positive about skills learned (growth mindset)
- 78.3% of students felt better prepared for high school
Why This Is Important
Research has shown that good social and emotional learning increases a student’s chances of success in school and in life.
- Students who are more positive about school are more likely to stay in school.
- Students who are confident in their self-efficacy believe they can work hard and succeed.
- Students who believe they can learn new skills have a growth mindset instead of a fixed mindset. They believe that their own efforts can lead to achievement, not just “being good at it.”
- Middle school students who believe they are better prepared enter high school with more optimism and commitment to work hard for success.
The University of Washington study demonstrated that students’ academic mindset improved as a result of Edge InSchool coaching.
An Edge Foundation’s study offers hope for students with ADHD because it definitively links coaching to improved executive functioning. And improved executive functioning means more success in school.
ADHD has long been associated with poor grades, poor reading and math test scores, and being held back. But despite billions of dollars spent on special education programs, the number of ADHD students dropping out of high school and college is alarming. Students with ADHD are vulnerable because ADHD impacts the portion of the brain that regulates what is known as executive functioning. ADHD students have executive function deficits in attention, planning and organization, prioritization, impulse control, memory, time management, and higher-order conceptual thinking.