Research & Evidence

The Science Behind Our Work

Our coaching, professional learning, and wellness practices are grounded in peer-reviewed research. Below we map each area of our work to the Every Student Succeeds Act (ESSA) evidence tiers and provide the curated reference list that informs our approach — so school and district leaders can evaluate the evidence base with confidence.

ESSA Evidence Tiers

The Every Student Succeeds Act defines four tiers of evidence for educational interventions. Many districts can only use Title II and other federal funds for professional learning that meets a defined tier.

Tier 1 — Strong Evidence

Supported by one or more well-designed and well-implemented experimental studies (randomized controlled trials) showing a statistically significant positive effect.

Tier 2 — Moderate Evidence

Supported by one or more well-designed and well-implemented quasi-experimental studies showing a statistically significant positive effect.

Tier 3 — Promising Evidence

Supported by one or more well-designed and well-implemented correlational studies with statistical controls for selection bias.

Tier 4 — Demonstrates a Rationale

Supported by a well-specified logic model informed by research, with a planned effort to study the program's effectiveness over time.

Our Program Areas & Their Evidence

Each area of our work is mapped to the strongest supporting evidence tier, with the key references that inform our practice.

Social-Emotional Learning

Tier 1 — Strong Evidence

School-based universal SEL interventions show significant positive effects on academic achievement, social-emotional skills, and reduced conduct problems — the strongest evidence base underlying our classroom and culture work.

Key References

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171.

Mindfulness in Schools

Tier 2 — Moderate Evidence

Meta-analyses of mindfulness-based interventions with youth and educators show moderate positive effects on well-being, attention, and reduced psychological distress, including in teacher-specific programs.

Key References

  • Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., et al. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies. Journal of School Psychology, 61, 77–94.
  • Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5, 603.
  • Jennings, P. A., Brown, J. L., Frank, J. L., et al. (2017). Promoting teachers' social and emotional competence: A randomized trial of CARE for Teachers. Elementary School Journal, 118(1), 115–138.

Teacher Stress & Burnout Interventions

Tier 2 — Moderate Evidence

Meta-analyses of interventions targeting educator burnout show moderate effects, particularly for individual-focused and organizational approaches — the foundation of our coaching and systemic burnout work.

Key References

  • Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111.
  • Iancu, A. E., Rusu, A., Măroiu, C., Păcurar, D., & Maricuțoiu, L. P. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Research Review, 24, 136–156.

Self-Compassion

Tier 2 — Moderate Evidence

Randomized controlled trials of Mindful Self-Compassion programs show significant effects on well-being and reduced self-criticism, supporting our self-compassion practices and reflections.

Key References

  • Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the Mindful Self-Compassion program. Journal of Clinical Psychology, 69(1), 28–44.
  • Friis, A. M., Johnson, M. H., Cutfield, R. G., & Consedine, N. S. (2017). Kindness matters: A randomized controlled trial of a brief kindness meditation. Psychology, 8, 228–242.

Executive Functioning

Tier 2 — Moderate Evidence

Meta-analyses of self-regulation and executive function interventions in educational settings show moderate effects on academic outcomes and self-regulated learning.

Key References

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
  • Dignath, C., Büttner, G., & Hasselhorn, M. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264.

Breathwork & Regulated Breathing

Tier 3 — Promising Evidence

Controlled studies of slow, regulated breathing and heart rate variability biofeedback show promising effects on stress reduction and autonomic regulation — the physiological basis for our breathwork practices.

Key References

  • Lehrer, P. M., & Gevirtz, R. (2014). Heart rate variability biofeedback: How and why does it work? Frontiers in Psychology, 5, 756.
  • Ma, X., Yue, Z. Q., Gong, Z. Q., Zhang, H., Duan, N., Shi, Y. T., et al. (2017). The effect of diaphragmatic breathing on attention, negative affect and stress in healthy adults. Frontiers in Psychology, 8, 874.
  • Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression. Journal of Alternative and Complementary Medicine, 11(4), 711–717.

Trauma-Informed Practice in Schools

Tier 3 — Promising Evidence

Emerging correlational and quasi-experimental research supports trauma-informed and trauma-sensitive school approaches for educator practice and school climate.

Key References

  • Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology with students experiencing trauma. Australian Educational and Developmental Psychologist, 33(1), 19–30.
  • Phifer, L. W., & Stafford, C. (2019). Trauma-informed schools: An evidence-based approach to addressing the needs of traumatized students. Journal of Child & Adolescent Trauma, 12(1), 21–30.

Educator Well-Being & Teacher–Student Relationships

Tier 3 — Promising Evidence

Correlational research with statistical controls links educator well-being, teacher–student relationship quality, and classroom outcomes — informing our coaching and school culture work.

Key References

  • Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477.
  • Bricheno, P., Brown, S., & Lubansky, R. (2009). Teacher well-being: A review of the evidence. Teacher Development, 13(2), 115–126.

Nervous System Regulation & Polyvagal Theory

Tier 4 — Demonstrates a Rationale

Polyvagal theory and autonomic regulation research provide the theoretical logic model informing our nervous-system-informed practices. We are building toward internal study of our own program outcomes.

Key References

  • Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton & Company.
  • Kolacz, J., & Porges, S. W. (2024). Chronic illness and Polyvagal Theory: The role of the autonomic nervous system. Frontiers in Integrative Neuroscience, 18.

This reference list is curated and updated regularly as the research base evolves. It is intended to help school and district leaders evaluate the evidence informing our work; it is not a claim that every Center for Thriving program has been independently evaluated. We are building toward internal outcome study of our own cohorts and coaching participants. Questions about the evidence base? Email us at center4thriving@gmail.com.