1. Healthy Relationships
Healthy Relationships Impact Report
School Year

2. REPORT ROADMAP Program Reach & Demographics
Insights from National Surveys: Population Program with Individual Impact
Students: Knowledge, Attitudes & Behaviors

3. Program Reach For the 2016-2017 School Year
During the school year, more than 100,000 students were reached through Healthy Relationships, a digital social emotional learning course on healthy relationships.
Your Impact
111,804
Students
1,708
Schools
205,045
Hours of Learning
Healthy Relationships covers topics ranging analyzing the influences on your thinking and behavior to resolving conflict and stepping in to help friends and peers.
After completing the course, students know more about these topics, and report feeling better prepared to identify their emotions and think about how they feel before they act.
This report is contains self-reported data from students who participated in Healthy Relationships during the school year.

4. A Population program with individual Impact
Insights from National Data
A Population program with individual Impact

5. Student Clusters Cluster Characteristics
Students bring different experiences, attitudes, and beliefs to Healthy Relationships. Some students are well on their way to developing the skills they’ll need to build healthy relationships through adolescence and into adulthood, while others struggle to understand their own emotions and motivation or have experienced more difficult relationships.
Based on pre-course surveys, students can be divided in to two groups: One with healthier attitudes and behaviors, the other with a less healthy perspective.
Less Healthy
42%
Healthier
58%
Cluster Characteristics
While there are some demographic differences between clusters, the overall similarities between the groups suggest that a population-level approach is appropriate; there is no defining characteristic of an “less healthy” group member.
Less Healthy cluster is more likely to be male (+6%).
Less Healthy cluster is less likely to have a parent with college experience (-10%).
Healthier cluster is more likely to be white (+4%)

6. Less Healthy Students & School Perceptions
Compared to their peers who reported a healthier pattern of responses to pre-course questions, students in the less healthy cluster reported less feelings of safety and support from their school environment.
Students in the healthier cluster are much more likely to report that they feel safe and supported at their school.
Percent of students who agree:
Healthier
Less Healthy

7. Impacting Less Healthy Students
Students who enter Healthy Relationships with less healthy attitudes and behaviors are also impacted differently by the course than students who came in with a healthier approach already under way. In particular, students from the less healthy cluster on average see 16% more positive movement in their responses to attitude and behavior questions, compared to the cohort with healthier initial responses.
Students in the less healthy cohort saw greater positive impact from Healthy Relationships on attitudinal and behavioral measures.
Percent of students who agree:
Before Course
After Course

8. Knowledge, Attitudes & Behaviors

9. Students showed the most gain in the area of
Knowledge Gain
After taking Healthy Relationships, students increased their scores on assessment tests by an average of 44%, from 59 before the course to 84 after.
By topic:
Students showed the most gain in the area of
Resolving Conflicts.

10. Attitudes: Self Awareness
Regardless of whether they enter the course with healthier or less healthy attitudes and behaviors toward relationships, students on average increase their measures of self awareness after taking the course. Being able to identify emotions, reflect on motivations, and think critically before acting is a foundational skill to developing healthy, productive relationships.
Students’ self awareness
Percentage of students who agree
I rarely understand what influences my decisions and behavior.
I am good at identifying and labeling my emotions.
I stop to think about why I am feeling a certain emotion before I act.
DOWN 7% after taking Healthy Relationships.
UP 2% after taking Healthy Relationships.
UP 6% after taking Healthy Relationships.
Other attitudinal and behavioral measures on topics like identifying abusive relationships or stepping in to help others in unhealthy relationships showed mixed results. Some students increased in their confidence in these areas while others decreased. This is consistent with findings in other courses that prompt self-reflection and introduce ambiguity where students may previously have overestimated their confidence.

11. Behaviors: Treating Others with Respect
After taking the course, students are asked to reflect on how their attitudes have shifted and what they feel better prepared to do as a result of participating in Healthy Relationships.
As a group, students say the course helped them identify actions they can take to treat people with respect, raised their expectations about how to treat others, made them more likely to believe they deserve to be treated with respect and defined the role they can play in resolving conflict.
Increased Expectations as a Result of Healthy Relationships
Percentage of students who agree
Students say Healthy Relationships helped them prepare to treat others with respect.

12. From Students and Teachers
“I liked that it showed students how to maintain a healthy relationship and how to identify an unhealthy one. I feel that it is important for students to be taught about relationships at a young age so that they will be prepared when they begin to have relationships with other people.”
“It reminded me that I have to be more open and speak to others about my emotions. I learned that it is important to have someone to talk to when one is in a hard time or experiencing a strong emotion. I realized that I hurt myself by keeping, blocking and hiding my emotions.”
Student Columbia School District, MS
Student Detroit, MI
“The scenarios in this course are very realistic and establish a feeling that students can relate to. I'm very grateful that my school has this and hope it gets used more often so that it can influence students' lives around the world.”
From Teachers
“It assesses individual knowledge on topics that can be sensitive for some students.”
Student Coffee County, GA
83% of Healthy Relationships teachers would recommend an EVERFI course to a fellow teacher.
Middle School Guidance Counselor, MA
“I love my kids' attentiveness to this course.”
Elementary School Teacher, WA