By: Samantha Silverglade, Research and Evaluation Coordinator
At Embright Education, we are committed to delivering social-emotional learning (SEL) programming that is not only engaging and developmentally appropriate, but also grounded in meaningful evaluation. One of the ways we uphold this commitment is through our ongoing partnership with The College of New Jersey (TCNJ), specifically with an undergraduate psychology research lab led by Dr. James Graham.
Dr. Graham is a professor of psychology at TCNJ whose work focuses on children’s social and emotional development, and how young people understand and respond to social situations. Through his mentorship, TCNJ students gain meaningful hands-on experience designing studies, engaging thoughtfully with elementary-aged students, and connecting research to real-world educational settings. His commitment to community-engaged, student-centered research has been instrumental in shaping a partnership that benefits both future researchers and the children we serve. Together, we are working to develop a clearer understanding of how students think, feel, and act in response to the skills taught through Embright’s SEL curricula.
For over 13 years, our partnership with TCNJ has supported multiple evaluation efforts across Embright programs. Most recently during the Fall 2025 academic term, undergraduate Research Assistants (RA’s) from Dr. Graham’s lab worked with Embright staff to design and implement a comprehensive evaluation of our Confident Kids 2nd grade program.
As part of this work, TCNJ students entered 2nd grade classrooms in the Trenton School District and worked directly with students in a one-on-one setting that prioritized connection and rapport. RAs took time to build comfort with each child, reading each item aloud and inviting students to share their thoughts in their own words. This relational approach helped create a supportive environment where students felt comfortable, engaging honestly and sharing their perspectives.
Using Embright’s curriculum as a foundation, the research assistants identified specific areas of focus, developed hypotheses, and created assessment tools aligned with those areas. Throughout the semester, students followed a clear experimental research design, supporting Embright through the full evaluation process. This included designing pre- and post-program assessments aligned with Embright’s SEL curriculum, administering developmentally appropriate and scenario-based surveys, conducting data entry and coding, analyzing findings, and presenting results to both Embright staff and fellow TCNJ classmates.
To strengthen the integrity of the evaluation, TCNJ students also implemented a control condition by administering the same assessment to students at a partnering charter school who were not yet receiving Embright’s programming. Surveys were conducted using the same procedures and timeline as the experimental group. Including a control group allows Embright to more accurately assess whether observed student growth is associated with program participation, rather than chance or external factors.
Through this evaluation approach, Embright is able to capture a more complete picture of students’ growth by examining both internal processes (e.g., beliefs, feelings, and attitudes) and external behaviors (e.g., how students say they would respond in real-life situations). Rather than focusing solely on whether students can identify SEL concepts, the evaluation emphasizes their ability to apply these skills in realistic, age-appropriate contexts. In doing so, the work directly supports Embright’s commitment to continuously strengthen our programming in ways that best serve the students in our care. Partnering with TCNJ allows us to reflect thoughtfully on our impact, celebrate areas of growth, and identify meaningful opportunities for continued improvement.
Looking ahead to the spring semester, we are excited to continue our collaboration with the TCNJ research assistants as they build on the foundation established this fall. Upcoming work will include completing post-assessments for the control group, finalizing data analysis across both experimental and control conditions, and exploring new opportunities for collecting meaningful, student-centered insights. As we continue to evolve, we look forward to deepening our shared learning, refining our evaluation practices, and continuing to strengthen the evidence backing behind Embright’s programming.
We are deeply grateful for our partnership with Dr. Graham and the TCNJ research assistants, whose professionalism, dedication, and care for students are evident throughout every stage of this work. Through this collaboration, Embright is able to give back to the field by supporting the development of the next generation of researchers and helping professionals, while benefiting from Dr. Graham’s expertise, mentorship, and passion for child-focused research. This shared commitment strengthens our evaluation efforts and allows us to remain both student-centered and evidence-informed as we continue building brighter futures for children.