THE RESEARCH BEHIND
Challenge Success started as a research project at the Stanford Graduate School of Education in 2003.
Everything we do is grounded in research, from our survey tools developed by Stanford researchers to the articles we publish and the strategies we share with schools and families. We conduct and review recent research in order to provide the most up-to-date insights for our schools, families, and students.
We provide educators and parents with trusted information
Our research team analyzes data collected from our school surveys as well as findings from other experts in the fields of education, psychology, and medicine to identify insights and patterns about student well-being, belonging, and engagement with learning.
In order to share these findings and help educators and parents make informed decisions that will enable their students to thrive, we publish books, easy-to-read briefs, and scholarly articles.
PUTTING RESEARCH INTO ACTION
Our SPACE framework for school change is the cornerstone of the work we do with schools. This framework allows us to design an experience for students that supports well-being and engagement with learning.
Kids of all ages need playtime, downtime, and family time (PDF) every day for healthy development. Explore our research-based tips to help incorporate these protective factors into their daily routines.
Explore our most groundbreaking research, findings, and insights
Challenge Success conducts quantitative and qualitative research at school sites and regularly reports our findings in scholarly journals and other education outlets. Explore some of our published articles.
Kids Under Pressure
Why Full Engagement Matters
Success With Less Stress
Our briefs aim to make research accessible and comprehensible – no Ph.D. required! Each brief summarizes the body of research literature on a topic, and offers practical suggestions on how schools and families can apply the findings.
Quality over Quantity: Elements of Effective Homework
A “Fit” over Rankings: Why College Engagement Matters More Than Selectivity
Cheat or Be Cheated: What We Know about Academic Integrity