Research & Outcomes
Our Own uses an evidence based approach to evaluate program impact across student wellbeing, engagement, and behavior. Outcomes are assessed using validated instruments, program participation data, and school based indicators to examine change over time rather than single point outcomes.
Findings to date indicate improvements in self worth, concentration, attendance, and daily health routines, particularly among students receiving sustained, wraparound support. These outcomes reinforce the effectiveness of an integrated model grounded in consistency, supportive environments, and trusted relationships.
Longitudinal Assessment Framework & KPI’s
Our Own uses a longitudinal, evidence based assessment framework to evaluate changes in student wellbeing, engagement, and functioning over time across multiple program cycles. Validated, standardized instruments are administered at baseline and at repeated intervals to examine patterns of change across trials rather than single point outcomes.
Assessments capture multiple dimensions of student experience, including emotional symptoms, stress and coping, behavioral regulation, prosocial functioning, quality of life, and perceived wellbeing. Measures are organized across defined domains and administered using consistent response scales to support comparability across time points, cohorts, and sites.
Student reported data is collected across multiple datasets and program trials, allowing for both within student and across cohort analysis. This structure supports examination of short term shifts within a given cycle as well as cumulative trends across repeated implementation periods.
Quantitative analyses focus on domain level and overall score trajectories, with attention to change over time, variation across trials, and consistency of outcomes across sites. Analytic approaches include descriptive trend analysis, pre and post comparisons, and repeated measures techniques for cohorts with multiple data points. Where feasible, outcomes are examined in relation to program dosage, duration, and level of participation.
Key Performance Indicators
To support accountability and decision making, Our Own tracks a defined set of key performance indicators aligned with program objectives and outcome domains. These KPIs are monitored across sites and program cycles and reviewed regularly by program leadership.
Key performance indicators may include:
Changes in emotional wellbeing and self regulation scores
Improvements in prosocial behavior and sense of belonging
Attendance rates and reductions in chronic absenteeism
Levels of program participation and dosage consistency
Indicators of physical health, recovery, and habit formation
Postsecondary persistence, engagement, and pathway exposure where applicable
KPIs are analyzed alongside longitudinal outcome data to assess progress, identify trends, and guide program refinement.
Statistical analyses are conducted using established analytic software commonly used in social science and program evaluation. Reliability and internal consistency are reviewed across datasets, trials, and KPI measures to support appropriate interpretation of findings. Quantitative results are examined alongside qualitative observations and student feedback to ensure contextual validity.
This longitudinal, multi trial, KPI informed approach allows Our Own to assess consistency, durability, and scalability of impact while remaining responsive to real world implementation conditions across school and community settings.
Methods and Measures
| Emotional Wellbeing and Mental Health |
We assess students’ emotional wellbeing, stress levels, self worth, and sense of safety using validated assessment tools, including the Strengths and Difficulties Questionnaire, PEDS Quality of Life Inventory, and the General Health Questionnaire. These measures allow us to examine emotional regulation, internalizing and externalizing behaviors, prosocial skills, and overall psychological wellbeing over time.
| Social Emotional Learning |
Social emotional learning outcomes focus on students’ ability to understand and manage emotions, build and sustain relationships, and navigate challenges effectively. Indicators include emotional regulation and resilience, prosocial behavior, peer and adult connectedness, and sense of belonging within school and community environments.
| Academic Engagement and School Connection |
Rather than examining academics in isolation, we assess how wellbeing influences learning and engagement. Measures include attendance and chronic absenteeism, concentration and focus, grade point averages where available, and observed classroom engagement. This approach allows us to better understand the relationship between emotional wellbeing, consistency, and academic participation.
| Physical Health, Recovery, and Habits |
Select cohorts participate in wearable informed data collection to support assessment of physical health and recovery patterns. Metrics may include sleep duration and quality, heart rate variability, VO2 max, METs, recovery trends, and consistency of physical activity. These data points provide additional insight into how movement, rest, and recovery support overall wellbeing.
| Behavioral and Protective Factors |
We track changes in behavioral risk and protective factors to understand how programming influences safety and coping over time. Indicators include reductions in behavioral incidents, decreases in violence related and self harm indicators, and increases in effective coping strategies and help seeking behaviors.
| Postsecondary and Future Pathways |
Long term indicators focus on students’ transitions beyond secondary school. Measures include postsecondary acceptance to two year and four year institutions, persistence and retention where data is available, and exposure to career pathways and postsecondary opportunities.
Learning & Limitations
Our Own approaches evaluation with an understanding of the real world contexts in which our programs operate. As a community and school based organization, implementation conditions vary across sites, schedules, staffing, and student participation. These factors can influence data completeness, dosage consistency, and timing of measurement. While we prioritize longitudinal data collection, not all students participate in every assessment cycle due to attendance, transitions, or program entry and exit points. In some cases, access to academic or administrative data is dependent on school and district level agreements, which may limit consistency across sites.
Additionally, many outcomes related to wellbeing, belonging, and resilience develop gradually and may not be fully captured within a single program cycle. Quantitative measures are complemented by qualitative observations and student feedback to provide context, but some changes are best understood over longer time horizons.
These limitations inform how we learn and improve. Findings from each program cycle are used to refine curriculum, adjust pacing, and strengthen implementation strategies. We use data not only to demonstrate outcomes, but to identify where additional support, time, or adaptation is needed. Ongoing learning has reinforced the importance of consistency, trusted relationships, and integration within daily environments as key drivers of impact. Insights from evaluation continue to shape program design, data collection practices, and partnership models as we scale.
Our approach remains iterative and responsive, grounded in evidence, practice, and reflection. As our systems evolve, so does our understanding of how best to support students and communities over time.