The Problem.

The organizational culture had focused on students earning points throughout the day to “buy” prizes or low interest activities. Despite students earning points, unsafe behaviors were not declining despite several iterations of the point system.

What was not working.

While point systems are not inherently a bad thing, in many cases where earning points are the primary method for teaching social emotion skills these systems fail. The reason for this is that students will comply, compliance is only to earn points or privileges; not because they are internally motivated.

What was needed.

Students are motivated by developing mentoring relationships with caring adults. Over a multi-year period, educators developed and implemented an entirely new framework that encouraged internal motivation because students were focused on accomplishing prosocial goals rather than earning points. Systems were changed so that all staff members understood that quality relationships were essential instead of basic compliance.

The results.

Incident report rate decreased by 75% from one school year to next. Percent of students passing high school end of course tests doubled in a two year period. Measure of student engagement showed significant increase. The combined outcomes demonstrates higher student academic achievement, students experienced a much safer learning environment and showed much stronger social emotional learning skills.