Build a culture where students and staff thrive.

“The principals at each of the ten schools commented on how their whole school climate had been positively improved since implementing the Leader in Me process. Several mentioned that they had conducted a quality school survey which indicated that the teacher satisfaction had increased significantly.”

In reflecting on how the Leader in Me program has impacted the school, one teacher said that her principal transformed into a leader “that believed in empowerment and empowered us to try different things, really showing us that he valued us. He really started working to show appreciation. Our morale changed a lot; our culture changed a lot.”

In this study, 67 percent of the principals surveyed said they felt there was “a positive impact on teacher satisfaction and school safety.”

“Many teachers reported that teaching is easier and more enjoyable and they are more effective after implementing the Leader in Me.”

Participants in this study felt that the Leader in Me program “made a significant positive difference in the self-regulation of the students, which led to a better school climate and academic achievement.”

After implementing Leader in Me, one school leader reported that “our students think about others more than themselves, they are kinder to each other, they try to help the teachers, they take ownership and know there are consequences for their actions.”

In a survey of teachers at Leader in Me schools, 55% reported that they “feel students are able to work out conflicts more often on their own” and about 62% “believe that students are getting along better.”

“Participants from all four schools robustly asserted that the Leader in Me creates a more nurturing and positive school climate” and that students report that they felt more welcomed and happier at their LIM school because “people care about each other.”

Students in the Leader in Me program “were making friends from a different culture and showing an increased sense of confidence.”

“89% of teachers reported that as a result of being a Leader in Me school, the school is safe and provides a welcome environment.”

In explaining the capability of the Leader in Me program, participants said that it “facilitates high-trust school culture and lays the foundation for sustained communication and understanding of differences.”

In the focus group interview portion of this study, it was noted that “themes of mutual respect, student empowerment, feeling valued, and positive learning environment were strongly evident” in Leader in Me schools.

“The Leader in Me is associated with increased average attendance. LIM schools have higher attendance after implementing LIM and attendance increases as length of time in LIM increases.”

“The data illustrate that Leader in Me schools showed an average of 27% (year 1) and 35% (year 2) fewer students with excessive absences in comparison to the school districts in the study.”

“Schools that eventually dropped the LIM program were found to have lower than expected attendance rates, suggesting possibly negative impacts for schools that do not stick with the intervention.”

“Follow-up 9th grade data show that students who attended a non-LIM middle school were roughly twice as likely to be chronically tardy compared to students who had attended a Leader in Me middle school for three years.”

“There was a statistically significant difference in attendance for students that had at least two years of instruction in the Leader in Me.”