SEL raises achievement.
A meta-analysis of 213 school programmes covering more than 270,000 students found social-emotional learning improved behaviour and lifted academic achievement by 11 percentile points.
Durlak et al., Child Development, 2011
Evidence
The science behind the need — cited, not implied
We publish the research that establishes why developmental capability matters. We do not publish outcome claims for Alchemi-E before the measurement cycle exists to support them.
The scale of it
What national and global data show
1 in 7
adolescents worldwide — around 166 million — has a mental health condition.
World Health Organization, 2024
81%
of Indian school students name studies, exams and results as a major cause of anxiety — about 80% in Classes 9–12.
NCERT survey data
7.3%
of India's 13–17-year-olds live with a mental disorder — anxiety the most common.
NIMHANS, National Mental Health Survey, 2015–16
43% / 45%
report frequent mood swings / struggle with body image.
NCERT, 2022
What the research establishes
Six findings that shape the design
The gains last.
A follow-up meta-analysis found academic, wellbeing and behavioural benefits persisted for years after programmes ended.
Taylor et al., Child Development, 2017
Self-control shapes whole lives.
Following 1,000 children to age 32, childhood self-control predicted adult health, finances and life outcomes — independent of IQ or background.
Moffitt et al., PNAS, 2011
Prolonged stress harms the developing brain.
Unmanaged toxic stress disrupts brain architecture, learning, memory and self-regulation.
Center on the Developing Child, Harvard University
Social-emotional skills predict success.
Perseverance, self-control and emotional regulation are strongly linked to academic achievement, wellbeing and later-life outcomes.
OECD, Skills for Social Progress, 2015
Adolescence is the window to act.
Developmental science identifies adolescence as a critical period for building self-control, resilience, decision-making and identity.
Dahl et al., Nature, 2018
Our own measurement
What we will publish, and when
Progress inside a school is tracked through short student and teacher surveys at set points in the year. Once enough schools have completed full cycles, this page will carry named schools and what changed, in their words — not before.
References
Full citations
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432.
- Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based SEL Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171.
- Moffitt, T. E., et al. (2011). A Gradient of Childhood Self-Control Predicts Health, Wealth, and Public Safety. PNAS, 108(7), 2693–2698.
- Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of Investing in Adolescence from a Developmental Science Perspective. Nature, 554, 441–450.
- OECD (2015). Skills for Social Progress: The Power of Social and Emotional Skills.
- Center on the Developing Child, Harvard University. Toxic Stress.
- World Health Organization (2024). Mental Health of Adolescents (fact sheet).
- NCERT (2022). Mental Health and Well-being of School Students — A Survey.
- NIMHANS (2016). National Mental Health Survey of India, 2015–16.
Discuss what measurement would look like in your school
We will show you the survey instruments and the reporting points before you commit.
Enquire about your school