Evaluators found that teachers who use Innocent Classroom strategies achieve a more positive outcome with their students 71% to 93% of the time — specifically noting improved outcomes in student engagement, relationships, and behavior.
“Other teachers notice the way I relate to the kids, the way my students seem to enjoy me more. I told them that it has a lot to do with the methods and strategies learned in The Innocent Classroom program.”
Innocent Classroom Participant,
Omaha Public Schools
of participants responded that the new knowledge and skills they’ve developed in the Innocent Classroom will enhance and further their abilities to build relationships with the children in their classrooms.
“Because of the training, I have noticed students respond differently to me… Students feel they are supported when adults take the time to listen.”
Innocent Classroom Participant, Minneapolis Public Schools
of participants in the Saint Paul Promise Neighborhood reported that they have seen more academic growth than usual in some of their students as a result of participating in Innocent Classroom.
A 2014 report on the effectiveness of teachers who participated in Innocent Classroom found surprising turnaround in academic achievement for individual students, results validated by other surveys.
Students in Innocent Classrooms are less likely to be sent out of the classroom (or the school) for behavior problems and more likely to be welcomed back into the classroom.
“The skills I learned help separate behavior from the student, making it easier to have a relationship with the child while still addressing and defusing negative behavior.”
Innocent Classroom Participant,
St. Paul Public Schools
of educators surveyed in St. Paul Public Schools and 81% of educators surveyed in Minneapolis Public Schools reported being better able to redirect student behavior in a positive direction after taking the Innocent Classroom.
When a critical mass of teachers participate, it changes the school. Schools that participate in Innocent Classroom report gains in collaboration, empathy and understanding among staff.
of participants surveyed said their daily outlook was more positive as a result of participating in Innocent Classroom.
“It took us to a new place relationally. We talk about what’s the good in the kid. What a nice place that is to start, instead of saying, ‘I know he’s got some good qualities, but…’ we say ‘I see the good in that kid, how can we build on that?’ That’s been transformational for us.”
Innocent Classroom Participant, Omaha Public Schools Alternative Program Educator
- Constructing the Innocent Classroom Spring 2015 Post-Cohort Survey Results, Omaha Public Schools, TerraLuna (May 2015)
- Constructing the Innocent Classroom Spring 2015 Post-Cohort Survey Results, Saint Paul Public Schools, Saint Paul Public Schools - Office of Equity (May 2015)
- Constructing the Innocent Classroom Spring 2015 Post-Cohort Survey Results, Minneapolis Public Schools, Innocent Technologies (May 2015)
- Constructing the Innocent Classroom Spring 2016 Post-Cohort Survey Results, Saint Paul Promise Neighborhood, Innocent Technologies (March 2016)
- Constructing the Innocent Classroom Fall 2015 Post-Cohort Survey Results, Omaha Public Schools, TerraLuna (March 2016)
One classroom at a time.
Innocent Classroom training has a measurable impact on student performance and teacher practice, results seen in schools and districts with some of the largest gaps in student performance.
Independent evaluations show our workshops lead to sustainable improvements in educator practice, academic and social outcomes, and school culture.