Compass Care participants reported trusting relationships with staff that improved students' comfort, safety, and emotional expression at school¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students described developing close, trusting relationships with Compass Care staff that helped them feel more comfortable and safer coming to school, and school staff observed improved attitudes toward school. → Zimiles 2025

Evidence¶

Zimiles 2025¶

Zimiles, J., Nakamoto, J., & Boal, A. (2025). Compass Care at Valor Collegiate Academies: Attendance program spotlight. WestEd. https://eric.ed.gov/?id=ED677597

q1 · i? · qualitative · r2

Qualitative interviews and focus groups during WestEd site visits in April 2025 with 33 students, 4 caregivers, 4 Compass Care staff, and 6 other school staff. Participants reported that connection to a trusted adult "helped them feel more comfortable and safer coming to school." No quantitative outcomes reported.

"Overall, students described feeling cared for by Compass Care staff, with whom they developed close, trusting relationships. Their connection to a trusted adult at school helped them feel more comfortable and safer coming to school."

Discussion¶

Related Claims¶

• Participants and school staff described noticeable improvements in grades and achievement among Compass Care students — related
• Participants and school staff reported improved attendance and reduced tardiness among Compass Care students — related
• Compass Care participants reported increased student self-advocacy and confidence in asking for help — related
• Quality of staff-student and staff-parent relationships most strongly defines safe schools, with disadvantaged high-relationship schools feeling safer than advantaged low-relationship schools — a broader claim this one bears on
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — a broader claim this one bears on
• Using co-regulation strategies helped facilitators and youth build warm, trusting relationships — related