Our Impact: Measuring What Matters
Most evaluation frameworks in education are designed to demonstrate impact, satisfy compliance requirements, or justify resource allocation. They often measure what's easy to count rather than what matters most, and can inadvertently extract time and attention from the educators they aim to support. We've chosen a different path. Our approach to measurement is grounded in seven principles that prioritize service over proof, depth over speed, and learning over certainty.
We are deeply grateful to the Mary Kay Gugerty (UW Evans School) and Dean Karlan (Yale; Innovations for Poverty Action) for developing CART Principles, a framework that deeply inspired our thinking and one that keeps measurement serving real decisions and human dignity.
We align with the CART principles — Credible, Actionable, Responsible, and Transportable — ensuring our data is honest, useful, light-lift, and shareable. In gratitude for our impact so far:
Transformative Reach and Growth
-
Global Impact: Active in 9 countries and 40+ diverse communities, including cities, towns, and refugee camps, reaching 240 school communities over the past 7 years.
Lives Positively Transformed
-
Educators: 7,500 directly trained, with an additional 15,000 indirectly impacted.
-
Students: 75,000 directly taught, extending benefits to 226,000 indirectly.
Educator and School Feedback Surveys
-
87% of educators reported improved student well-being in and beyond classrooms.
-
86% saw personal benefits in their lives outside school.
-
84% noted professional improvements among staff.
-
77% observed strengthened family relationships.
Measured Classroom Improvements
-
54% increased overall well-being among students.
-
51% improved classroom climate.
-
63% stronger student relationships.
-
62% reduction in student bullying.
Enhanced School Outcomes
-
63% of schools reported improved student belonging and compassion.
-
61% noted enhancements in educational quality.
-
70% experienced increased job satisfaction among staff.
-
60% observed better collaboration among educators.
Schools of Wellbeing Video Series:
9. Schools of Wellbeing - Grenada Elementary (Siskiyou County, California)
8. Schools of Wellbeing - Nyang'ori Boys High School (Vihiga County, Kenya)
7. Schools of Wellbeing - ELC High School (Thimphu, Bhutan)
6. Schools of Wellbeing: Corbett Preparatory School (Tampa, Florida)
5. Schools of Wellbeing: Henry Lord Community School (Fall River, Mass.)
4. Schools of Wellbeing: Country Day World School (Largo, Florida)
3. Schools of Wellbeing: P.S./M.S. 124 (Queens, New York)
2. Schools of Wellbeing: Excel Christian Academy (Lakeland, Florida)
1. Schools of Wellbeing - Middleton International School (Singapore)
The Four Pillars of Wellbeing Around the World
Our 7 Impact Measurement Principles
1) Measure to Serve, Not to Prove
We measure only what helps us serve educators better. Each metric must help us listen more deeply and design with greater empathy. When measurement becomes a mirror for self-validation, it ceases to serve the people it was meant to help.
2) Protect Educator Energy
Teacher attention is the most precious resource in any education system. Every question we ask, draws from the same reservoir of energy that fuels classrooms. We therefore favor simple pulse checks, reflective conversations, and light observations.
3) Collected Metrics Must Move Decisions
Each metric must name the decision it informs and the threshold that triggers action, with a clear owner accountable for that response. We must apply a design discipline to know when to stop measuring.
4) Metrics Must Be Paired With Meaning
A school's suspensions drop 30% after introducing a new program. But they also hired a new principal and updated discipline policies. In living systems like schools, changes ripple unpredictably. Instead of proving causation, we seek contribution: What patterns emerge, for whom, and why? Metrics reveal patterns; stories reveal meaning.
5) Scale Deep → Out → Up
When one educator becomes steady and grounded, policy and reach then have a higher likely hood of being intrinsically motivated than externally imposed. Change begins with individual educators who see value in their practice. Engage school leaders as early as possible to sustain the systems that allow change.
6) Learn in Loops
Insight means nothing if it doesn’t change action. We move in feedback loops: observe, interpret, adapt. Our “Ripple Reports” replace long, static reports because progress is iterative, not declarative. Learning loops keep the system alive; they ensure our approach remains humble, responsive, and continuously improving.
7) Walking With Donors
Donors are our partners in understanding the dynamic system of serving schools. We share concise metrics and a few stories, and the next questions we’re pursuing. We ask for multi-year support to refine, to deepen, and build the foundations of scale. We trust the process, not because the destination is certain, only the opportunity to serve.