The Data is in and TNP Works: TNP’s 2021-2022 Program Impact Report

The data from the 2021-2022 school year is in and the news is big.

Students using The Nora Project programs in their classrooms outperformed same-age peers using a different Social Emotional Learning (SEL) program (widely considered “the leading” SEL program) across empathy and inclusion domains. Indeed, Nora Project students had significantly higher affective empathy scores and had stronger relationship skills and a greater appreciation for diversity than non-TNP students.* 

And that’s not all.

For classrooms using our Primer Pack, teachers reported a 97% improvement in students resolving conflict without intervention. 

ID: A blue and orange bar chart titled “Primer students made gains in resolving conflict and collaborating with their peers on tasks” has two categories (1) Students collaborate with one another on learning tasks, Pre 71%, Post 93%; (2) Students resolve conflicts with each other without my intervening, Pre 36%, Post 71%.

Further to this data, Primer Pack teacher Julia Garcia, shared, “I think TNP is a great program to help build relationships in classrooms. I think the progression of the outcomes was very intentional and it flows nicely as the year progresses. When kids learn about their feelings, how they affect others, friendship and diversity, they are better equipped to build and maintain relationships. There was a common understanding created.”

Similarly, in Storyteller classrooms, 86% of teachers reported that their students showed an increase in accepting others for who they are. 

ID: A blue, orange, and gray bar chart titled “Teachers agree the Storyteller Program had a positive impact on classroom culture” has five categories of impact: (1) Demonstrating more empathetic interactions between all students 96% positive, 4% neutral; (2) Demonstrating an increase in accepting others for who they are, 86% positive, 11% neutral, 3% negative; (3) Demonstrating an increase in students including their peers in activities at recess, 82% positive, 14% neutral, 4% negative; (4) Demonstrating an increased willingness to work together, 82% positive, 18% neutral; (5) Demonstrating an increase in leadership skills, 79% positive, 21% neutral.

Courtney Daily, a Storyteller Teacher, explained that, “TNP has given us a common language to discuss conflicts as they arise and to look at our differences as valuable vs. problematic.”

And if that weren’t enough, 100% of middle school facilitators reported that their students successfully identified and removed barriers to inclusion in their schools.

ID: Four students sit at a cluster of desks in front of a white board. They read a book together and discuss it.

“Our group of students really got to know each other and share their ideas and experiences. This helped them build a great community between themselves and us as teachers,” reported STEMpathy Teacher, Rhianna Stringer. 

Simply, Nora Project students across programs learned to value diversity, forge connections, and build communities of belonging. For all of the details, click to read the full report, below.

* For the full study, see McAuliff, K., Doll, M., & Crum, K. (2022) An Evaluation of The Nora Project's Storyteller Project. Retrieved from: https://drive.google.com/file/d/1-DR24YsAshMQLrfL4BhZ--yDsTATl85L/ view?usp=sharing.

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