Live Big Efficacy Study
Key Findings
Live Big meaningfully improved the skills and behavior of the students on multiple measures
Interviews and surveys with educators revealed observed improvements in student communication skills and confidence, with students independently applying program vocabulary and concepts
Student surveys and behavior data suggest skills learned in the program began to transfer to every day life
Live Big Guides and Admin reported improvements in student communication skills and confidence
Students’ report of their self-observation skills improved from pre- to post- intervention
Live Big participants showed remarkable improvement in behavioral referrals
Qualitative Feedback from Students.
Themes that stood out are being about to create confidence, learning how to be calm in challenging situations, working with the Voice of Small (negative self-talk), and standing up to peer pressure.
“I plan to not have as much self-doubt and control how I feel about myself and what my friends think about me won’t affect me as much”
“To calm myself down when I am in a fight”
“To build confidence when you have to go out your comfort zone”
“The most helpful thing I’ve learned in the Live Big problem is I can make my own confidence, when I want to”
“You can be yourself even when people don’t like it”
“Don’t believe in your small voice, trust your powerful big voice”
Hear Directly From The Counselors
Qualitative Feedback from School Staff.
Storytelling components and curriculum walkthroughs were identified as particularly valuable training elements
Administrators noted that Live Big helped teachers understand the connection between confidence, resilience and self-leadership skills and academic performance.
Interviews and surveys with educators revealed observed improvements in student communication skills and confidence, with students independently applying program vocabulary and concepts in daily life. Guides noted students using program language outside of sessions, including during mediations or conflicts with peers.
“I feel like [the students taking Live Big] found [that] their roots were forming–you know, feeling, Hey, this is my school. I belong here, rather than just, I go to this school”
“I think it’s creating an environment that makes it more safe to be able to tell someone that you need help or need help with something. I don’t think that was happening before”
“I feel there’s a little more confidence in some of them, maybe they didn’t feel like they fit in somewhere before. And through this, I feel like they’ve got a sense of belonging that they didn’t necessarily feel before at school”
“The group has bonded, and you see it outside of class. You see it in the relationship. You see it in how they communicate better with their teachers. They’re walking away with so many skills that are going to help them be successful, more successful than they were”
