One classroom at a time.
Currently, more than 300 schools and 8000 educators across the US practice the Innocent Classroom. Our partners report improved academic growth, reduced disciplinary incidents, transformed school climate and culture, and improved job satisfaction.
These outcomes are supported by independent evaluators, studies of district level narrative and objective data as well as our internal evaluation.
Improved Academic Growth
“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 educators reported an increase in academic mindset when they used Innocent Classroom strategies to engage a child.
“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 educators report that they have seen more academic growth than usual in some or most of their students.
Transformed Climate and Culture
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 educators reported stronger relationships with students.
of educators reported that their students have an increased sense of belonging in the classroom.
of educators reported giving students more individual attention because of 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
Reduced Disciplinary Incidents:
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 reported sending students out of the classroom less frequently.
reduction in weekly disciplinary referrals reported.
One elementary school in St. Paul Public Schools reported an overall 44% reduction in behavioral referrals following Innocent Classroom participation. There was a 48% reduction in behavior referrals for Black students during this same year.
Improved Educator Job Satisfaction
of educators reported a more positive daily outlook because of Innocent Classroom.
of educators believe they are part of a positive change happening in their school community.
Innocent Technologies, Constructing the Innocent Classroom Post-program retrospective survey, Fall 2018 – Summer 2019 Aggregate (all programs).
TerraLuna, Survey Report: Constructing the Innocent Classroom, Omaha Public Schools, 2013-2017 Aggregate.
SWIS: All Referrals Report, St. Paul Elementary School 2015-16 and 2016-17 data comparison.
Comparison of Minnesota Comprehensive Assessment Reading Scores, 2017 vs. 2018. https://nationalblueribbonschools.ed.gov/awardwinners/