In 2014-2016, in partnership with California’s CORE Districts, TransformEd curated a set of survey-based MESH measures that were originally developed by leading researchers and later field tested with nearly half a million students.

The data from that field test were analyzed by our partners at the Harvard Center for Education Policy Research, who concluded that the measures used were internally reliable and were significantly correlated with students’ GPA, test scores, attendance, and suspension rates.
The Measuring MESH paper offers reliability and validity assessments, and background research on this student and teacher SEL competency survey. All survey items are included in the paper, along with recommendations for survey administration and outcomes interpretation.
Note: At TransformEd, we no longer use the term MESH to represent SEL or whole child development
“We must resist thinking in siloed terms when it comes to social-emotional learning (SEL), academics, and equity. Rather, these elements of our work as educators and partners go hand in hand.”

TransformEd & ANet