Challenge Success conducts quantitative and qualitative research at school sites and regularly reports our findings in scholarly journals.   
  Non-academic Effects of Homework in Privileged, High-performing High Schools by M. K. Galloway, J. Conner, and D. Pope (2013), in The Journal of Experimental Education, 81(4), 490-510.

Why Full Engagement Matters by J. Conner & D. Pope (April 2013), in Journal of Youth and Adolescence, pp.1-39.

Beyond 'Doing School': From 'Stressed-Out' to 'Engaged in Learning' by D. Pope (2010), in Education Canada, 50(1), 4-8.

Success with Less Stress by J. Conner, D. Pope, and M. Galloway (2009), in Educational Leadership, 67(4), 54-47.

Hazardous Homework? The Relationship between homework, goal orientation, and well-being in adolescents by M. Galloway and D. Pope (2007), in Encounter: Education for Meaning and Social Justice (20)4, 25-31.

Stressed-out students – SOS: Youth perspectives on changing school climates by M. Galloway, D.C. Pope, and J.Osberg (2007), in International handbook of student experience of elementary and secondary school (D. Thiessen & A. Cook-Sather, Editors). (pp. 611-634). Netherlands: Kluwer Academic Publishers.

Help for Stressed-Out Students by D. Pope and R. Simon (2005), in Educational Leadership, 62(7).