Research & Foundations

THE RESEARCH BEHIND OUR APPROACH

Our model is grounded in well-established research from education, neuroscience, and child development. Across these fields, there is strong agreement on the conditions that support effective learning.

Below are key research findings that inform our design.

LEARNING AT THE RIGHT LEVEL (MASTERY-BASED LEARNING)

Research shows that aligning instruction to a student’s current level significantly improves outcomes.

• Students learn best when material is appropriately challenging

• Gaps compound when students move on before mastering content

• Mastery-based progression leads to stronger long-term retention

Research Highlights:

• Bloom (1984) found that mastery learning can significantly improve student achievement compared to traditional instruction

• Hattie (2009) identified feedback and appropriately leveled instruction as having high effects on learning

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THE IMPACT OF STRONG TEACHER-STUDENT RELATIONSHIPS

The quality of teacher–student relationships is one of the strongest predictors of student success.

• Increased engagement and motivation

• Improved academic performance

• Stronger emotional regulation and wellbeing
  
  

Research Highlights:

• Hattie (2009) ranks teacher-student relationships among the highest influences on achievement

• Roorda et al. (2011) meta-analysis found positive relationships significantly improve engagement and performance
  
  

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MIXED-AGE LEARNING AND SOCIAL DEVELOPMENT

Research on mixed-age classrooms suggests benefits in both academic and social domains.

• Increased collaboration and peer learning

• Opportunities for leadership and mentorship

• Reduced social comparison and competition
  
  

Research Highlights:

• Vygotsky’s theory of the Zone of Proximal Development supports learning through interaction with more capable peers

• Pratt (1986) and subsequent studies show mixed-age groups support social and cognitive growth
  
  

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MOVEMENT, BRAIN FUNCTION, AND LEARNING

Neuroscience research shows that physical movement directly supports cognitive function.

• Improves attention and executive function

• Enhances memory and learning

• Supports emotional regulation
  
  

Research Highlights:

• Ratey (2008) summarizes research linking exercise to improved brain performance

• Donnelly et al. (2016) review found physical activity positively impacts cognition and academic achievement
  
  

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MOTIVATION: AUTONOMY, MASTERY, AND PURPOSE

Research in psychology shows that intrinsic motivation is driven by:

• Autonomy: Desire to direct one's own life and work.

• Mastery: Drive to improve skills and achieve excellence.

• Purpose: Aspiration to contribute to something larger than oneself.

These factors increase persistence, engagement, and long-term success.

Research Highlights:

• Deci & Ryan (2000) Self-Determination Theory demonstrates the importance of autonomy and competence

• Pink (2009) synthesizes this research in applied settings
  
  

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DEEP LEARNING THROUGH REAL-WORLD APPLICATION

Students retain more when learning is meaningful and applied.

• Hands-on, project-based learning increases engagement

• Interdisciplinary learning improves transfer of knowledge

• Real-world relevance increases retention
  
  

Research Highlights:

• Barron & Darling-Hammond (2008) found project-based learning improves deeper understanding

• National Research Council (2000) emphasizes learning for transfer through application
  
  

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CONFIDENCE, MINDSET, AND LONG-TERM SUCCESS

Beliefs about learning strongly influence outcomes.

• Students who believe abilities can grow perform better over time

• Persistence and resilience increase with a growth mindset
  
  

Research Highlights:

• Dweck (2006) demonstrates that growth mindset improves academic achievement

• Yeager & Dweck (2012) show mindset interventions improve student outcomes
  
  

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A SIMPLE SUMMARY OF THE RESEARCH

Across multiple disciplines, research consistently shows:

• Students learn best when instruction matches their level

• Relationships are central to learning and development

• Movement supports brain function and focus

• Meaningful, applied learning improves retention

• Motivation is driven by autonomy, mastery, and purpose

• Confidence and mindset shape long-term success

GLOBAL INSIGHTS

High-performing education systems around the world often reflect similar research-based principles, even when their structures differ.

Countries such as Finland and Japan, both of which perform strongly on international assessments like the Programme for International Student Assessment, emphasize key practices that align with how children learn best.

Finland

• Frequent breaks and daily outdoor time support focus and wellbeing

• Strong, long-term teacher–student relationships

• Learning is developmentally appropriate, especially in early years

• Less reliance on high-stakes testing

• Teachers are trusted to adapt learning to student needs
  
  

Learn more:

• Finnish Lessons 3.0

• Teach Like Finland

Japan

• Emphasis on responsibility, independence, and contribution

• Strong sense of community and belonging

• Structured routines that support focus and consistency

• Deep, concept-based learning with time for mastery
  
  

Learn more:

• Educating Hearts and Minds

• The Teaching Gap
  
  

What These Systems Share

While their approaches differ, both systems reflect common research-backed principles:

• Learning is supported by strong relationships

• Students benefit from both structure and autonomy

• Movement, breaks, and pacing matter

• Mastery and deep understanding are prioritized

• Schools intentionally develop both academic and social skills

Why This Matters

These international examples demonstrate that when education systems align with how children learn and develop, students are more likely to succeed academically while also building confidence, independence, and social responsibility.

These shared principles help inform how we design a learning environment that supports both academic growth and overall student wellbeing.

REFERENCES

Learning Science & How the Brain Learns

• Bransford, John D., et al. How People Learn. 2000. (Learning science and cognition)

• Dunlosky, John, et al. Improving Students’ Learning with Effective Learning Techniques. 2013. (Evidence-based study strategies)

• Roediger, Henry L., and Jeffrey D. Karpicke. Test-Enhanced Learning. 2006. (Retrieval practice and memory)

• Sweller, John. Cognitive Load Theory. 2011. (How the brain processes information)

Mastery-Based & Personalized Learning

• Bloom, Benjamin S. Learning for Mastery. 1968. (Mastery learning foundation)

• Guskey, Thomas R. Lessons of Mastery Learning. 2010. (Modern applications of mastery learning)

• Pane, John F., et al. Continued Progress: Promising Evidence on Personalized Learning. 2015. (RAND study on personalized learning)

Relationships, Belonging & School Climate

• Roorda, Debora L., et al. The Influence of Teacher–Student Relationships on Engagement and Achievement. 2011. (Meta-analysis on relationships)

• Pianta, Robert C., et al. Enhancing Relationships Between Children and Teachers. 2008. (Teacher–student connection)

• Osterman, Karen F. Students’ Need for Belonging in the School Community. 2000. (Belonging and engagement)

• Thapa, Amrit, et al. A Review of School Climate Research. 2013. (School environment and outcomes)

Motivation, Mindset & Student Ownership

• Dweck, Carol S. Mindset: The New Psychology of Success. 2006. (Growth mindset)

• Deci, Edward L., and Richard M. Ryan. Self-Determination Theory. 2000. (Motivation: autonomy, mastery, purpose)

• Zimmerman, Barry J. Becoming a Self-Regulated Learner. 2002. (Student independence and ownership)

• Guthrie, John T., et al. Motivating Reading Comprehension. 2004. (Engagement and motivation)

Movement, Focus & Wellbeing

• Donnelly, Joseph E., et al. Physical Activity and Academic Achievement. 2016. (Movement and cognition)

Instruction, Assessment & Effective Teaching

• Hattie, John. Visible Learning. 2009. (High-impact teaching practices)

• Black, Paul, and Dylan Wiliam. Inside the Black Box. 1998. (Formative assessment)

• Archer, Anita L., and Charles A. Hughes. Explicit Instruction. 2011. (Effective teaching strategies)

Transferable Skills & Real-World Learning

• Pellegrino, James W., and Margaret L. Hilton. Education for Life and Work. 2012. (21st-century skills and transfer)

• Darling-Hammond, Linda, et al. Implications for Educational Practice of the Science of Learning and Development. 2020. (Whole-child development)