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Aurora Institute


State Policy, Redefine Student Success

Research and Approaches to Expand the Definition of Student Success

Host: Summit Public Schools|Transforming Education

This webinar was recorded on .

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A wide array of high-quality research shows that intrapersonal and interpersonal non-cognitive skills, such as self-control and social competence, are well-established predictors of success in academics, career, and well-being. Given the importance of these outcomes and the strength of the existing research, it is time for these competencies to be incorporated effectively into educational policy and practice as complements to existing academic and cognitive goals in order to ensure schooling works to help all students flourish.

View this archived webinar to explore the importance of equipping students with the mindsets, essential skills, and habits (MESH) necessary to succeed. The presenters shared research driving a growing number of national and international education systems to embrace an expanded definition of student success. Additionally, they provided a roadmap of approaches that school systems can use to assess and develop students’ mindsets and skills at scale, including examples from Summit Public Schools.

Adam and Richard offered these practical steps for how educators can move their schools forward on expanding the definition of student success:

  • Providing supports for teachers and students, for example, through establishing programs or sharing resources;
  • Putting standards in place to measure effectiveness; and
  • Using data-driven feedback loops to continue improving school programs and practices.


  • Adam Carter, Chief Academic Officer, Summit Public Schools
  • Richard Fournier, Director of District Partnerships, Transforming Education