Impact on Belonging of Using Sown To Grow's Tier 1 Check-ins

Sown To Grow’s Tier 1 implementation is a weekly protocol where students log in to Sown To Grow’s web application and spend ~5 minutes of class time checking in on how they are doing, writing a short reflection based on a series of rotating prompts. Teachers read student reflections and respond to students (usually either in the moment or later that day), and students read teacher responses before checking in the following week. 

Through this protocol, students develop deeper relationships with their teachers and an increased sense of belonging at school. Below, we cover the theory and literature behind Sown To Grow’s logic model and review the data and Every Student Succeeds Act (ESSA) Tier 2 evidence that is showing how this is actually happening in practice.

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The theory behind the protocol

There is significant research evidence showing the positive impact that building a strong sense of belonging at school has on student outcomes, and how trusting relationships between students and teachers is a key component of building this belonging. For example, a recent study published by the Oregon Department of Education showcased the positive links between these factors and increased attendance rates and credit attainment.

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However, schools are still working on the best way to support students' sense of belonging, with a recent survey from Digital Promise suggesting this is a top priority for school districts.

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Sown To Grow’s Tier 1 approach (logic model) is focused on creating an easy, scalable way to create regular space for students to connect with a teacher (or multiple teachers) in their school community. By creating an avenue for students and teachers to consistently touch base, it creates a jumping off point for deeper conversations offline, as well as a safe place for students to share more about what support they might need to be their best selves in the classroom.

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How this is playing out in practice

We have sought to validate how this theory is translating to real life. Over the past several years, we have conducted a mix of feasibility studies, analysis of internal data, and efficacy studies with independent education researchers, creating increased confidence that the Tier 1 protocol is successful in building this sense of belonging.

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Early feasibility studies conducted as part of a US DepartmentDeptartment of Education SBIR project found that, as students reflect and teachers respond, students feel more comfortable opening up, with one student stating that: “Because of my teacher’s feedback, I express myself more and write about how my day went.”

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In conjunction with this anecdotal evidence, our internal data science team built a model that categorizes student reflections based on the level of disclosure, with categories broken out among surface, personal, and vulnerable. An analysis of this data as students reflect over time shows an increase in students opening up with personal and vulnerable reflections, suggesting that as students check-in and reflect, they are beginning to have an increased level of trust in the teacher (and sometimes counselors) reading and responding to their reflections.

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Most importantly, a recently completed study validates that students using Sown To Grow show statistically higher self-assessments of sense of belonging.

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An independent education research firm conducted a quasi-experimental design study (Aligned to ESSA Tier 2 evidence standards) on a sample of 26,763 students (K-12) across 37 districts and 299 schools. Using data from the 2023-24 school year, this study examined the relationship between activity in Sown To Grow and student responses to beginning and end of the year student surveys on various SEL and belonging indicator statements. 

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The study found that there is a statistically significant and positive relationship between the number of times a student checks-in and reflects and their responses on indicator statements related to sense of belonging and school connectedness, with the positive effects being consistent across both primary and secondary contexts. This effect is amplified when teachers consistently respond to student reflections (particularly in elementary grade bands), validating the importance of teacher participation in the protocol.

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What’s next?

We have begun initial analyses to better understand how this growth in sense of belonging is translating to increased attendance for students, and are seeing promising early results. This is an area we will continue to explore to better understand the nuances of the impact of our Tier 1 implementations on relevant student outcomes, as well as the potential of this Tier 1 practice leading to more proactive and responsive Tier 2 and 3 supports.