Evidence Behind the Impact

Global Game Changers® is designed to help students build the confidence, relationships, agency, and leadership skills that support stronger classroom communities.

This design works.

A quasi-experimental study conducted during the 2024–25 school year found significantly stronger post-intervention outcomes for students participating in GGC, and one-year follow-up data show that student-reported gains remained above baseline while teacher-observed classroom behaviors continued to improve.

View the Independent Evaluation
See GGC in the CASEL Program Guide

Recognized by CASEL at the SELect Level

Global Game Changers® has earned a CASEL SELect designation, the highest designation in the CASEL Program Guide.

CASEL’s SELect designation identifies programs that demonstrate evidence of effectiveness at improving student outcomes, support students’ development across all five CASEL competencies, and offer multi-year programming.

CASEL SELect Program Logo

  • Improved identity development & agency

  • Improved social behaviors

  • Improved other SEL skills and attitudes

Independent Evaluation

Students Included in the Evaluation Set
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During the 2024–25 school year, GGC partnered with Muhlenberg County Schools on a quasi-experimental evaluation (QED) comparing students at a school implementing GGC with students at a comparison school receiving typical instruction.

The study examined multiple sources of evidence, including student surveys, teacher observation data, school-level information, and educator feedback. The analytic approach adjusted for baseline differences and grade level.

Higher adjusted post-intervention student outcomes
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After controlling for baseline scores and grade, students participating in GGC scored approximately 7.9 points higher on the Social Emotional Wellness measure than students in the comparison group.

  • Higher scores reflected beliefs such as:
  • I have a talent.
  • I can make the world a better place.
  • I can be a leader.
  • People at my school care about me.
  • I can understand other people’s feelings.
  • I can solve problems and get through hard times.

Students entered the year reporting lower levels of social-emotional wellness than the comparison group. After adjustment, their end-of-year outcomes exceeded what their baseline scores would have predicted. The evaluator described this as growth in areas connected to self-awareness, purpose, and positive interaction with others. 

The study also suggests that GGC may be especially influential in how students think and feel about themselves and their role in the school community. 

What Happened One Year Later?

GGC returned to the intervention school in spring 2026 to examine whether student outcomes were maintained or continued to change.

Because the comparison school did not participate in the follow-up, these results should be understood as longitudinal evidence from the GGC cohort, not as a new causal comparison.

of students improved from baseline on self-reported wellness
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improved on teacher-observed classroom behavior
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Among students with baseline and one-year follow-up data, 60% scored higher at follow-up than at baseline. Student wellness scores were significantly higher at the one-year follow-up than at baseline.

Among students with baseline and follow-up teacher ratings, 65% improved. Teacher observation scores increased significantly from baseline to posttest and again from posttest to the one-year follow-up.

Student-reported gains remained above baseline, while teacher-observed behaviors continued to strengthen.

  • What Were Teachers Looking for?
  • Express Positive Self Esteem
  • Identify Emotional Needs
  • Help others without expecting anything in return
  • Get along well with others
  • Participate positively in school culture
  • Believe they can make a difference
  • Work effectively in groups

Together, the student and teacher data suggest that GGC-related development did not disappear when the initial implementation year ended.

GGC has been a solid foundation for helping Byck Elementary change the trajectory of our students …GGC helps teach the critical foundational skills that ensure a safe, equitable, and compassionate learning environment exists.
Dr. Carla Kolodey
Dr. Carla KolodeyPrincipal
There is statistically significant evidence that the GGC program has a positive impact on students’ prosocial behaviors, conduct, and emotional distress.
Dr. Briegel Payne
Dr. Briegel PayneEd.D.
“Qualitative and quantitative data revealed the program had a positive impact on students’ sense of power to help others and their motivation to do so. Various data points indicated a high level of student engagement and enjoyment of GGC lessons and activities, and the program's capacity to develop the key civic dispositions of compassion and promotion of the common good.”
Judi Vanderhaar
Judi VanderhaarEvaluation Specialist

Measure Your Own Impact

Global Game Changers has evaluation tools on our Educator Portal to help you ensure that your implementation is successful. We know that consistent and measured evaluation is critical to a successful learning endeavor and our data supports the positive outcomes and impact on all of our core competencies.

Student Pre/Post Surveys

Measure student perceptions of confidence, belonging, leadership, emotional competence, relationships, and agency.

Teacher Observation Tools

Track observable behaviors such as cooperation, problem solving, positive participation, helping others, and self-esteem.

Implementation Support

GGC can help schools interpret results, understand trends, and use data to strengthen implementation.