Trusted by Mindfulness Educators

Class Catalyst is backed by research led by Chapin Hall at the University of Chicago, based on evidence-based SEL strategies, and supported by a top-rate team of seasoned mindfulness educators.

In addition to assisting with Class Catalyst data analysis, through this partnership we are able to provide pre-and post- SEL, mental health, and well-being surveys to use diagnostics to drive our work to be as purposeful as possible.

Additional Supporting Research

by Dr. Kiljoong Kim at Chapin Hall

Chapin Hall - At the University of Chicago

Positive Relationships

Participating students report an increase in positive relationships and feelings of connectedness with self and others.

Increased Understanding

Participating students report an increase in understanding about their emotions and how their actions affect themselves and others around them.

Informed Educators

Teachers and school stakeholders feel more informed about the needs of their students and colleagues along with an increased ability to effectively address student SEL, mental health and well-being needs.



DATA from 1.6 Million + Student Check-ins

Class Catalyst’s simple daily check-ins and effective built-in SEL strategies used as a Tier 1 prevention ensures that every student feels seen and supported, and that no student falls through the cracks. Regardless of being in the building, counselors and administrators are empowered to be proactive in following Tier 2 and Tier 3 student check-in data via Class Catalyst. Contact Us to learn more about how Class Catalyst can support your MTSS, RTI, TBRI, and PBIS frameworks.


Improved Learning Conditions

Results of a 5-month study in an Illinois urban school district validated by Chapin Hall at the University of Chicago showed a 23.3% increase in optimal learning conditions measured by Class Catalyst check-ins.

Number Increase


Immediately Actionable Items

Many of student comments are immediately actionable items or requests, which helpedstrengthened student to teacher relational trust. (Data from Niles)


Students Notes to Teachers

Data showed the emotional dip in the week evened out, optimal conditions increased by the end of the school year, students were writing more notes to teachers.