Abstract
Background:
Adverse childhood experiences (ACEs) can have long-term negative effects on emotional regulation, social skills, and academic performance. Social-emotional learning (SEL) interventions are crucial for fostering resilience and positive behaviors.
Objective:
This study evaluates how the STRYV365 trauma-informed interventions, integrating emotional intelligence (EI) principles through coaching, physical activities and a video game, impacted students facing ACEs by fostering resilience, emotional regulation, and EI competencies.
Methods:
A clustered cross-over incomplete block factorial randomization trial was conducted in four Milwaukee schools, involving students in grades 5–10. Participants were assigned to four groups: peak team only, Brain Agents only, both interventions, or control. SEL outcomes were measured through surveys and qualitative data from focus groups and interviews.
Results:
Parents/caregivers consented to research participation of their children. Three hundred twenty-nine students assented to completing six surveys over four semesters with 57 students participating in focus groups and 68 in interviews. Twenty-nine teachers also completed focus groups. Based on qualitative findings, both peak team and Brain Agents led to improvements in self-awareness, self-management, relationship skills, and decision-making for students. Students reported enhanced emotional regulation and resilience. Qualitative findings highlighted improved coping strategies, optimism, and social connections. Teachers reported increased student engagement and emotional openness. Regression models of survey data showed peak team significantly improved emotional regulation (p = 0.04) and Brain Agents enhanced coping strategies (p = 0.03), with marginal synergy in co-delivery. Students exposed to adversity, particularly family incarceration, had lower self-awareness.
Conclusion:
This study demonstrates the potential to improve SEL outcomes among children experiencing adversity through trauma-informed coaching and educational video games. While peak team coaching significantly improved emotional regulation, the implementation of Brain Agents digital game encountered challenges with student engagement, indicating that its scalability depends on enhanced implementation strategies. These findings highlight the important role of EI in trauma-informed interventions for urban youth.
Introduction
Adverse childhood experiences (ACEs), including family death, parental incarceration, substance abuse, frequent relocation, poverty, and abuse, are strongly linked to long-term mental and social difficulties (). These experiences disrupt emotional development, and can lead toheightened stress responses and aggression, impaired social skills, and increased risks of anxiety and depression (; ). Without early intervention, these effects often persist into adulthood, shaping lifelong health and behavioral outcomes (; ).
Social-emotional learning (SEL) programs provide protective support by fostering emotional regulation, resilience, and social connection among children exposed to ACEs []. Meta-analyses show that SEL interventions improve mental health, academic engagement, and behavioral regulation (; ). SEL builds emotional regulation and strengthens protective factors that buffer the effects of trauma and adversity and Early interventions that strengthen SEL and Emotional Intelligence (EI) skills can foster resilience and adaptive coping (; ). ACEs disrupt neurodevelopment and attachment, heightening the need for programs that rebuilds self-awareness and self-management (; ). EI defined as the ability to perceive, understand, and manage emotions (), aligns closely with the SEL competencies self-awareness, self-management, and responsible decision-making. Integrating EI within trauma-informed SEL frameworks can further enhance students' emotional regulation and resilience.
Research also highlights that positive childhood experiences, such as mentorship, play, and physical activity, can mitigate ACE-related risks and promote mental well-being. In particular, physical activity and play can reduce the impact of ACEs on school outcomes, with studies showing a 9% decrease in suicide and self-harm among groups that played sports regularly as children, despite having four or more ACEs (). Educational video games represent another innovative tool; when guided by trauma-informed frameworks, they can improve engagement, attention, and emotional regulation (; ). The challenges posed by games can build persistence, analytical thinking, and self-efficacy, contributing to personal competence that promotes mental health and social skills (; ). Thus, when thoughtfully designed and implemented, video games can be powerful tools for enhancing child health, social development, and emotional regulation.
Despite strong evidence supporting the importance of SEL, few studies have examined programs that combine trauma-informed mentorship and with games and digital learning within school settings. The STRYV365 program addresses this gap through two complementary interventions grounded in EI theory: peak team, a coach-mentorship curriculum and Brain Agents, an educational video game. This study evaluates how these interventions influence resilience, emotional regulation, and SEL competencies among students facing adversity, providing evidence for scalable, trauma-informed approaches in education. The key research question addressed was: How do the STRYV365 trauma-informed interventions which integrate EI principles through coaching, physical activities, and a video game impact students facing ACEs in terms of resilience, emotional regulation, and SEL competencies? Based on this factorial framework, the following hypotheses were tested: (H1) The peak team mentorship and physical activity intervention will significantly improve self-management and relationship skills outcomes, particularly emotional regulation, compared to control. (H2) The Brain Agents game-based intervention will significantly improve decision-making and self-awareness outcomes, particularly coping strategies, compared to the control. (H3) The combined intervention will show synergistic effects on all SEL outcomes, exceeding the additive effects of either intervention alone. This study moves beyond standard SEL studies by integrating emotional intelligence theory, trauma-informed mentorship, and interactive digital learning in a rigorous experimental mixed-methods approach, producing a novel, evidence-based model for scalable, culturally responsive SEL implementation in schools.
Materials and methods
Study design
This study employed a clustered cross-over incomplete block factorial randomization trial, a rigorous design that enables the efficient study of multiple interventions while controlling for bias. The classrooms of students in grades 5–10 at four Milwaukee schools were stratified by school and grade, then randomly assigned to one of four conditions (peak team only, Brain Agents only, both, or control) using a reproducible random-number generator. After one semester, conditions were rotated following an incomplete block design so that each classroom experienced at least one active intervention but did not repeat a condition over four semesters, 2022–24 (Appendix 1). The cross-over design ensured that each student had the opportunity to experience both interventions, reducing the impact of pre-existing differences. The incomplete block factorial structure allowed researchers to examine both individual and combined effects of the interventions. This approach minimizes selection bias, balances intervention exposure, and enhances the reliability of findings (). This design minimized selection bias by ensuring groups were randomly assigned at the classroom level. It also balanced exposure to each condition and enhanced reliability of comparisons across interventions. This structured and rigorous approach supports internal validity and limits the influence of selection and measurement bias. The study specifically integrated EI principles within a SEL framework to assess improvements in self-awareness, emotional regulation, and social adaptability.
Interventions
The peak teamcoach mentor program, developed by STRYV365, a non-profit organization based in Milwaukee, Wisconsin, aims to strengthen students' social-emotional skills and resilience, as shown in a prior pilot evaluation of the program documenting teacher-reported improvements in classroom behavior and student needs (). The program uses a trauma-informed approach that incorporates sports, mentorship, and a separate but complementary video game called Brain Agents. The peak team curriculum was designed in collaboration with educational and behavioral health experts, aligning with the principles of trauma-informed care as outlined by []. The program draws on evidence-based practices and frameworks, including Communication, Offering, Positivity, Empowerment (COPE) and Catch yourself, Relax, Assess, Focus, Think (CRAFT) approaches, which focus on communication, empowerment, and decision-making [; ]. Grounded in SAMHSA's six principles of trauma-informed care—safety, trust, peer support, collaboration, empowerment, and cultural sensitivity—the peak team program helps students to develop self-awareness, self-management, and relationship and decision-making skills, providing them with the tools to overcome adversity and thrive. Peak team fosters emotional regulation, communication, and teamwork in real-world settings. The program's name, peak team, is lower case to show that both the youth participants and the coaches are on the same power dynamic level.
Peak team and Brain Agents aim to target emotional regulation, relationship building, responsible decision-making, and social awareness through social-emotional training. They impact mental health outcomes through reduced symptoms, protective buffering, and academic synergy (). The STRYV365 peak team program and Brain Agents video game align with Mayer and Salovey's model by integrating activities and game-based learning that target EI domains (Table 1). For example, the physical activities and mentorship sessions cultivate self-awareness and social awareness, while the video game fosters emotional regulation and problem-solving skills, enhancing self-management and responsible decision-making.
Table 1
| EI domain | STRYV365 interventions | SEL outcome examples |
|---|---|---|
| Self-awareness | Peak team: reflection exercises, group discussions | Improved emotional understanding, increased optimism |
| Self-management | Brain agents: breathing games, reframing challenges | Enhanced emotional regulation, better stress coping |
| Social awareness | Peak team: team sports, collaborative activities | Improved empathy and social skills |
| Relationship skills | Brain agents: team-based problem-solving missions | Stronger peer connections, better communication skills |
| Responsible decision-making | Peak team: conflict resolution exercises, mentor guidance | Better problem-solving, improved decision-making |
Mapping STRYV365 social emotional learning outcomes to emotional intelligence domains content.
The peak team program incorporates play, sports, and games into educational settings to enhance student engagement and learning. Peak team incorporates physical activities such as basketball, soccer, and team-based games, which are designed to develop EI competencies like emotional regulation, resilience, and teamwork. These activities intentionally promote emotional growth and social skills alongside physical engagement. Peak team differs from regular gym classes by integrating trauma-informed coaching, SEL, and mentorship into sports activities, focusing on emotional regulation, resilience, and teamwork rather than just physical fitness. Unlike traditional gym lessons, it includes structured reflections, coping strategies, and guided discussions, using sports as a vehicle for holistic student development. Physical activity and sports promote teamwork, discipline, and emotional regulation, while game-based learning makes education more appealing and effective. These components are particularly valuable in SEL programs, where engaging activities reinforce the skills being taught and offer practical opportunities for students to apply lessons learned ().
The peak team program was provided from four to ten weeks in gym or physical education classes with a range of 9–12 sessions each including 4–11 h of students and coach interaction time. Students participated in peak team sessions once weekly during the assigned semesters. Each session lasted approximately 30–60 min, featuring activities such as basketball, soccer, games, artwork, reflective writing, and discussion to develop their SEL skills. The delivery of peak team sports, games, and art activities following the CRAFT framework was standardized and consistent across the four schools and five grades over two years. Coaches were flexible in responding to specific school and class needs and available resources with adjustments and accommodations made based on grade level and individual student's ability.
The Brain Agentsvideo game, developed in collaboration with behavioral health professionals and game designers from Night City and Columbia College Chicago, targeted students aged 10–15 years (Figure 1 screenshot of title). The game integrates SEL objectives such as trauma resilience, coping strategies, cognitive reframing, and emotional awareness within an engaging digital format. Brain Agents includes cognitive reframing, emotional regulation exercises, problem-solving challenges, and interactive social scenarios to help students recognize emotions, manage stress, and build resilience. These elements can improve mental health symptoms by enhancing coping strategies for anxiety and depression, promoting self-awareness and impulse control, and reinforcing positive decision-making skills through engaging, low-risk digital simulations ().
Figure 1
Players of the game, shown as explorers on a space vessel, respond to a distress signal and encounter an alien computer program, MAL, which infects both computer systems and human minds, causing cognitive distortions (Figure 2 screenshot of gameplay showing narrative content). The game features five mini-games designed to help players practice coping mechanisms, emotional awareness, and social connection with non-player characters. These mini-games include:
Reframing minigame: Players transform cognitive distortions into constructive thoughts, rescuing crew members from MAL's influence.
Breathing minigame: Players practice controlled breathing to calm themselves after in-game challenges.
Body chart minigame: Identify physical manifestations of emotions on a body chart, helping them become more attuned to their emotions.
Balance minigame: Balance a tower of blocks, emphasizing calmness under pressure and teamwork.
Hacking minigame: Solve logic puzzles, reinforcing problem-solving skills.
Figure 2
The game's development used the Unity game engine to ensure compatibility with various devices, including Chromebooks. An early access model allowed students to interact with the game while it was still in development, providing feedback that shaped continuous improvements. Based on student feedback in year one, the Brain Agents game optimized performance and graphics, clarified mini-game missions, allowed for characters customization, and characters were given a tactical roll in year two. Students played Brain Agents two to three days weekly for four to five weeks, averaging ten sessions per semester and 23 min per session, totalling approximately 3.8 h of playtime. Most students did not complete the entire game. Students completed an average three of 15 total missions. Brain Agents' play time, outcomes, and in-depth qualitative analysis of its impact on students' SEL competencies is described elsewhere ().
Participants
The Medical College of Wisconsin Human Rights Review Board approved the research protocol.
STRYV365 partnered with four Milwaukee schools—two public and two private choice—serving a total of 1,626 students in grades 5–10. The demographic composition included 61% Black/African American, 19% White, 11% Hispanic/Latinx, 6% Asian/Hmong, and 3% mixed racial/ethnic backgrounds. Approximately 69% of students experienced economic disadvantage, and academic performance varied, with 58% scoring below basic on standardized exams. Despite these challenges, 88% of students at these schools earn high school diplomas, indicating a strong commitment to education and baseline resilience among the student population.
A power analysis suggested that to detect a small to moderate effect size (Cohen's d = 0.3) for self-awareness, relationship skills, coping options, and emotional regulation, with 80% power (β = 0.20) and a significance level of 0.05, each of the four intervention groups (peak team, Brain Agents, both, control) would require approximately 175 participants per group. This results in a total sample size of approximately 702 participants to ensure adequate statistical power for detecting meaningful program effects.
Among the 1,626 eligible students, parents/primary caregivers of 399 students consented to their child participating in the research program evaluation, and 329 students assented to participation in the study. Students were tracked through six survey points and qualitative evaluations to assess the impact of the interventions.
Data collection and analysis
Data collection included a 41-question survey instrument in REDCap (; see Appendix 2) derived from validated and reliable items provided by the Life Paths Research Center () and aligned with the competencies outlined by the Collaborative for Academic, Social, and Emotional Learning []. The surveys administered in the fall, winter, and spring of each intervention year assessed key SEL domains such as self-awareness, self-management, relationship skills, responsible decision-making, social awareness, and adversity. The surveys also included recent feelings of depression and anxiety, using items from the Patient Health Questionnaire-2 () and Generalized Anxiety Disorder-7 questionnaires (). Students who reported daily symptoms of anxiety or depression were promptly referred to their school behavioral health counselor and a child psychologist through STRYV365.
Participant survey fatigue was reduced by limiting gender and race/ethnicity questions to baseline only. Distinct post-intervention questions for each program reduced overlap and improved attribution of effects to specific interventions. Students answered 15 core questions every cycle. After peak team, they answered 13 multiple choice questions and provided two open-response comments. After Brain Agents, they answered nine questions and provided two open-response comments. Three cyberbullying questions were asked in year two only. Survey items were not rotated to ensure consistent data collection across the four group assignments. Among the 329 assenting students, 99 (30%) completed all six surveys, 87 (26%) completed five surveys, 73 (22%) completed four, 32 (10%) did three, 24 (7%) did two, 11 (3%) did one, and three students (1%) did no surveys.
In addition to surveys, qualitative data were collected through focus groups and interviews, conducted at the end of the fall and spring semesters. Focus groups with 5th−7th graders encouraged peer interaction, while individual interviews with 8th−9th graders (and tenth in year two) allowed for more in-depth discussions. The qualitative evaluation was guided by a semi-structured interview protocol (see Appendix 3), ensuring that both open-ended responses and targeted questions were captured.
The study employed a rigorous, equity-centered qualitative methodology grounded in sociocultural theory and guided by SEL and EI frameworks. Reflexive co-construction, diverse researcher positionalities, thematic coding, and mixed human-AI review processes contributed to a methodologically robust and deeply contextualized understanding of how trauma-informed interventions affect student emotional and social development.
Transcripts of focus groups and interviews were professionally transcribed and stored securely. Thematic analysis was conducted using Dedoose software (), with ten trained coders employing an iterative process of generating and refining codes and themes with a focus on the CASEL framework (2023). Two independent coders reviewed each transcript and discussed discrepancies to optimize intercoder reliability and to minimize subjective bias. This approach ensured a comprehensive understanding of the qualitative data, with a focus on identifying patterns related to the impact of the interventions on students' SEL outcomes.
With 23,930 words of deidentified quotes, we prompted ChatGPT 4.0 () to “select and report relevant, compelling, and representative quotes for scientific publication.” While ChatGPT was used to assist in organizing and presenting representative quotes, all qualitative analyses, including theme development and coding, were conducted by a trained team of coders using an established thematic analysis approach. ChatGPT was used solely as a tool to help select quotes after themes were identified, enhancing clarity and accessibility of findings without replacing human analysis or interpretation. Seven human coders reviewed, selected, and confirmed top quotes per theme which were generated by ChatGPT.
Quantitative data analysis using regression models
A series of general linear models were conducted to evaluate the effects of the STRYV365 interventions peak team and Brain Agents on clustered student surveyed outcomes. The models examined both main effects of each intervention and their interaction, adjusting for contextual and demographic covariates. Primary outcomes included relationship quality, coping strategies, and emotional regulation assessed via student-reported survey items. Self-awareness was examined as a secondary outcome because baseline assessment was relatively high.
Independent variables included participation in peak team and Brain Agents (both binary), time of assessment (semester, categorical), and grade-level classroom clusters (16 categories). Covariates also included indicators of family adversity: having a family member who had died, been incarcerated, or used substances of abuse (binary variables). Clustered baseline scores for each outcome (relationship quality) were included as covariates. The models incorporated weights accounting for the number of students in each cluster.
Both Type I (sequential) and Type III (adjusted) sums of squares were examined to evaluate the contribution of each predictor to the models. Model fit was assessed using R2 values (shown without a carry-over effect). SAS software (version 9.4) was used for all analyses. Using the Bonferroni correction to control for an increase in false positives when conducting multiple comparisons on the same dataset, statistical significance was set at p < 0.017 due to three primary outcomes of relationship quality, coping strategies, and emotional regulation (self-awareness was excluded because it was generally high at baseline), with marginal effects (p < 0.05) noted.
Results
The results demonstrate how the STRYV365 interventions fostered improvements in the core goals of emotional regulation, resilience, and SEL competencies. To strengthen clarity and triangulation, the results are reorganized by SEL/EI themes, with quantitative and qualitative findings presented together under each domain.
Table 2 reflects the demographic composition of 321 surveyed students. Qualitative data was collected across two years from 57 students who joined focus groups, 68 who participated in interviews, and 29 educators who participated in teacher focus groups.
Table 2
| Race/ethnicity (checked all that apply) | n= 321 |
|---|---|
| Black or African American | 59% |
| White | 35% |
| Hispanic or Latino | 14% |
| Asian | 7% |
| American Indian or Alaskan Native | 5% |
| Native Hawaiian or Pacific Islander | 2% |
| Gender identity | n = 321 |
| Boy/man | 53% |
| Girl/woman | 41% |
| Non-binary/gender fluid/gender queer/intersex | 3% |
| Prefer not to answer | 2% |
| Other | 1% |
| Current grade level in school | n = 329 |
| 5 | 14% |
| 6 | 22% |
| 7 | 22% |
| 8 | 16% |
| 9 | 25% |
Baseline student participant demographics.
Theme 1. Emotional regulation and calming strategies
Quantitative findings
Our regression model demonstrated that peak team significantly improved students' emotional regulation (p = 0.04; Table 3). The model explained a large proportion of variance (R2 = 0.81), primarily because baseline regulation scores were included as covariates, producing strong stability over time and increasing model fit. Although the combined peak team + Brain Agents condition showed a marginal synergistic trend (p = 0.09), this did not reach Bonferroni-adjusted significance.
Table 3
| Outcome measure | Peak teameffect | Brain agenteffect | Combined effect | Time effect | Cluster effect | Adversity (jail, etc.) | Notes |
|---|---|---|---|---|---|---|---|
| Relationship R2 = 0.88 | p = 0.72 | p = 0.41 | p = 0.92 | p < 0.001 | p < 0.001 | p = 0.04 | Relationship scores varied by time and class |
| Coping options R2 = 0.65 | p = 0.42 | p = 0.03 | p = 0.85 | p = 0.02 | p = 0.001 | p = 0.38 | Brain Agents boosted coping |
| Regulate/calm down R2 = 0.81 | p = 0.04 | p = 0.29 | p = 0.09 | p < 0.001 | p < 0.001 | p = 0.05 | Peak team improved self-regulation |
| Self awareness R2= 0.74 | p = 0.58 | p = 0.47 | p = 0.60 | p < 0.001 | p < 0.001 | p = 0.0003 | Jail history associated with lower self-awareness |
Key results from primary regression analysis of student surveys.
Qualitative support
These quantitative gains were reinforced by students' descriptions of learning to calm themselves through breathing, pausing, and reflection (Table 4). Students frequently expressed that peak team “helped me control my anger” (7th grader) and that “the breathing exercises helped a lot when I was mad or had specific emotions” (5th grader). Teachers also noted increased emotional openness and willingness to self-regulate in gym and classroom settings.
Table 4
| 1. Emotional regulation and calming “They helped me control my anger.”−7th grader “The breathing exercises helped a lot when I was mad or had specific emotions.”−5th grader “I calmed myself down by going back to my seat and just thinking about situations.”−5th grader |
| 2. Self-awareness and confidence “It helped me feel better and made me more confident in myself.”−9th grader “It made me feel happier and better about myself.”−5th grader “I like how optimistic I am. Like instead of glass half empty, glass half full.”−7th grader |
| 3. Relationship-building and communication “I wasn't friends with most people in my gym class, but they helped me talk to others.”−7th grader “Helped me communicate more with people.”−7th grader “It helped me with being social more, express myself and open up more!”−5th grader |
| 4. Responsible decision-making and problem-solving “Helped me think before I acted on anything.”−9th grader “It helped me make decisions. You really have to think about it.”−10th grader |
| 5. Enjoyment and engagement “My favorite part about it is the energy in the room. I feel like all the kids in STRYV, I feel like just everybody had a good time together.”−9th grader “It made school more enjoyable for me personally.”−9th grader “It entertained me and helped my focus.”−8th grader |
Combined student perceptions of peak team and brain agents: domains and representative quotes for both programs.
Survey patterns
Across clusters, 29–40% of students rated peak team as “extremely/very helpful” for anger control and calming, aligning with the regression results and supporting the consistency of this effect across measurement modalities.
Theme 2. Coping skills and flexible problem-solving
Quantitative findings
Brain Agents showed a significant main effect on coping strategies (p = 0.03; R2 = 0.65; Table 3). Students exposed to adversity, particularly family incarceration, tended to report lower coping scores overall, highlighting a need for targeted SEL supports.
Qualitative support
Student reflections also emphasized problem-solving, reframing, and resiliency after setbacks. Participants described coping behaviors such as journaling, listening to music, or stepping away when angry (“I calmed myself down by going back to my seat and just thinking about situations,” 5th grader; “Realizing that things happen for a reason… you just got to push through the storm,” 9th grader). These experiences align with skills taught in Brain Agents' game mechanics with breathing mini-games, cognitive reframing missions, and emotional awareness tasks.
Survey patterns
Survey responses showed improvements across four semesters in bouncing back from setbacks (from 28% to 44%), coping with stress (from 22% to 36%), and trying new things, consistent with both qualitative comments and the regression findings.
Theme 3. Self-awareness and confidence
Quantitative findings
No intervention significantly improved self-awareness after baseline adjustment, but family incarceration was strongly associated with lower self-awareness (p = 0.0003). The high R2 value (0.74) reflects the strong influence of baseline scores.
Qualitative support
Despite limited measurable change, qualitative data show students describing increased self-awareness, optimism, and personal reflection. Many students shared statements such as “I like how optimistic I am… glass half full” (7th grader) and “It made me feel happier and better about myself” (5th grader). Students' comments often reflected emotional insight even where quantitative changes were muted.
Survey patterns
Across four semesters, 28–38% of students endorsed greater awareness of feelings after Brain Agents or peak team, suggesting modest perceived value consistent with qualitative narratives.
Theme 4. Relationship skills and social connection
Quantitative findings
Relationship quality outcomes were primarily shaped by time and cluster effects (p < 0.001), with no significant intervention main effects. The very high R2 (0.88) indicates strong classroom-level clustering and stability of social connection over time.
Qualitative support
Students nevertheless spoke extensively about improved communication, trust, and peer support, particularly in peak team sessions. They noted becoming “more comfortable talking to others” (6th grader) and “helped me with being social more… express myself and open up more!” (5th grader). Teachers similarly observed increased collaboration in physical activities and improved conflict resolution.
Survey patterns
Peak team was rated as extremely/very helpful in resolving conflicts (29–40%) and connecting with family (31–47%), suggesting a perceived relational benefit not fully captured in regression coefficients.
Theme 5. Responsible decision-making
Quantitative findings
Neither intervention showed significant main effects on decision-making outcomes after adjusting for baseline values. However, both programs showed consistent descriptive improvements across four semesters (Tables 5, 6).
Table 5
| Domains survey item responses | Late fall 2022 | Late spring 2023 | Late fall 2023 | Late spring 2024 |
|---|---|---|---|---|
| Students surveyed AFTER a peak team experience | 93 | 76 | 65 | 45 |
| Self-awareness | ||||
| peak team was extremely/very helpful to feel happier | 32% | 32% | 23% | 20% |
| peak team was extremely/very helpful to feel more optimistic | 25% | 24% | 19% | 27% |
| peak team was extremely/very helpful to be more aware of my feelings | 37% | 38% | 29% | 30% |
| Self-management | ||||
| peak team was extremely/very helpful to try new things | 54% | 51% | 32% | 38% |
| peak team was extremely/very helpful to bounce back from setbacks | 30% | 32% | 29% | 36% |
| peak team was extremely/very helpful to better cope with stress | 26% | 23% | 26% | 27% |
| peak team was extremely/very helpful to better control my anger | 30% | 34% | 30% | 29% |
| Relationship skills | ||||
| peak team was extremely/very helpful to better resolve conflicts | 40% | 37% | 34% | 29% |
| peak team was extremely/very helpful to better connect with family | 42% | 47% | 31% | 43% |
| peak team was extremely/very helpful to better connect with neighbors | 13% | 21% | 21% | 21% |
| Responsible decision making | ||||
| peak team was extremely/very helpful to listen and follow directions better | 46% | 44% | 35% | 37% |
Survey results about peak team by semester.
Table 6
| Domains and survey items responses | Late fall 2022 | Late spring 2023 | Late fall 2023 | Late spring 2024 |
|---|---|---|---|---|
| Students surveyed AFTER a Brain Agents experience | 104 | 72 | 78 | 74 |
| Self-awareness | ||||
| Brain Agents was extremely/very helpful to feel happier | 16% | 32% | 22% | 20% |
| Brain Agents was extremely/very helpful to feel more optimistic | 18% | 25% | 18% | 26% |
| Brain Agents was extremely/very helpful to be more aware of my feelings | 28% | 27% | 32% | 30% |
| Self-management | ||||
| Brain Agents was extremely/very helpful to try new things | 34% | 46% | 35% | 43% |
| Brain Agents was extremely/very helpful to bounce back from setbacks | 28% | 18% | 34% | 44% |
| Brain Agents was extremely/very helpful to better cope with stress | 23% | 22% | 36% | 32% |
| Brain Agents was extremely/very helpful to better control my anger | 21% | 29% | 37% | 28% |
| Responsible decision making | ||||
| Brain Agents was extremely/very helpful to make better decisions | 34% | 34% | 35% | 39% |
| Brain Agents was extremely/very helpful to listen and follow directions better | 38% | 38% | 43% | 42% |
Survey results about brain agents by semester.
Qualitative support
Students frequently described pausing before reacting, thinking through consequences, and applying strategies taught in both interventions, sharing “Helped me think before I acted on anything,” (9th grader) and “You really have to think about it” (10th grader). These quotes align with both peak team's CRAFT reflections and Brain Agents' decision-oriented mini-games.
Survey patterns
Ratings for “listen and follow directions better” or “make better decisions” remained stable or improved for both interventions, reinforcing this theme.
Theme 6. Adversity patterns and cross-cutting influences
Tables 7, 8 shows persistently high rates of adversity, including death of a close person (69–74%) and family incarceration (50–56%), with modest improvements in depression and anxiety symptoms over time. These adversity factors had measurable influence in regression modeling, particularly in reducing self-awareness and relationship skills.
Table 7
| Survey item responses | Early fall 2022 | Late fall 2022 | Late spring 2023 | Early fall 2023 | Late fall 2023 | Late spring 2024 |
|---|---|---|---|---|---|---|
| Survey participant number | 225 | 277 | 259 | 254 | 223 | 210 |
| Did you ever have anyone close to you die—yes | 74% | 73% | 72% | 73% | 74% | 69% |
| Did you every have anyone close to you go to jail—yes | 56% | 53% | 54% | 52% | 51% | 50% |
| Did you ever have anyone close to you drink or use drugs so often that it caused problems—yes | 29% | 26% | 29% | 30% | 29% | 29% |
| Over the last 2 weeks, nearly every day and more than half the days been feeling down, depressed, or hopeless | 22% | 24% | 22% | 15% | 16% | 16% |
| Over the last 2 weeks, nearly every day and more than half the days been feeling nervous, anxious, or on edge | 30% | 24% | 23% | 20% | 18% | 20% |
| Over the last 2 weeks, nearly every day and more than half the days been bullied, called names, harassed, or abused through texting, social media, or gaming | xx | xx | xx | 10% | 4% | 9% |
Survey results about adversity by semester.
Table 8
| (1) Adverse experiences • “My dad overdosed when I was two. He made it, but I sometimes think about what if he didn't. My mom had COVID last year, and she was in Georgia all by herself.”−8th grader • “There are a lot of firefighters and police. You can hear them every night, and there are gunshots sometimes.”−8th grader • “We live in a neighborhood with a lot of white people who don't like that my family is Hispanic. They give us dirty looks. I'm not allowed outside because my dad is scared the neighbors will try to do something.”−8th grader • “My dad says it's not safe for me to go outside because there are creepy people.”−8th grader • “Only bad thing I know is, there was somebody, broke into someone's house, down the street. And a few months ago, the guy that was two doors down from me did a very bad thing to himself.”−8th grader • “One of my challenges is back at home, we deal with stuff because we just kinda lost our eldest cousin. So, that's hard.”−9th grader • “Most of the time I gotta take care of my siblings, especially my baby sibling that I've kind of raised him since he was born”−10th grader • “He ended up sexually assaulting me and I reacted really aggressively… we had a whole thing with the police…. eventually I had gotten a restraining order and he got expelled from the school and he was a super popular person, so… everybody was mad at me and they're like, oh well you got him in trouble, you got him kicked out.”−10th grader |
| (2) Self-awareness • “Is there a ‘hate myself' part?”−5th grader • “I like, like how optimistic I am. Like instead of glass half empty, glass half full.”−7th grader • “I feel paranoid at school because of bullying, anxiety, and depression.”−8th grader • “I could be anything.”−9th grader • “Well, I had to get through the school year without any issues. It kind of made me focus on just doing good stuff and staying out of trouble.”−9th grader • “I'm proud of that I really like to, you know, think things out, like strategy. Awesome. I'm really good at that.”−10th grader • “I learned how to juggle when I was little. I think that was a very pretty tough skill that I learned.”−10th grader |
| (3) Self-management • “I calmed myself down by going back to my seat and just thinking about situations. I decided to apologize and just breathe.”−5th grader • “Sometimes when I get in trouble…I just go to my room and cry myself to sleep.”−6th grader • “A person who was being very irritating on the games, and I threw my controller at the wall.”−8th grader • “I just like to think positive and keep good, uh, or a positive energy instead of me feeling down.”−7th grader • “Even when I get like super mad, I think about what I'm gonna say before I say it because sometimes if I say something then I'll offend somebody”−7th grader • “I love listening to music. It helps calm me down.”−8th grader • “When I'm mad, I just go to sleep or something…or I just write in my diary.”−8th grader • “Realizing that things happen for a reason, and hard times always pass, and you just got to push through the storm.”−9th grader • “So we just had to just suck it up and just go about it and just focus on next year and be better.”−10th grader • “I try to like think about like how if they do something wrong to me and then if I do something wrong to them, I am just as bad as they are. So I try to like step back.”−10th grader • “I really just say to myself once I get mad…I really just journal.”−10th grader • “I like to weight lift a lot. That's how you really blow some steam off when you are mad.”−10th grader |
| (4) Relationship skills • “My mom is my self-defense. She'll come to the school and be there for me.”−8th grader • “I try to defend my friends personally. I try to defend them and stop the situation.”−8th grader • “Me and my little sister, we could walk to the store safely. Sometimes we talk to our neighbors. They're cool.”−9th grader • “I talk to my moms. Mama, she gives me good advice and I know that she'll never steer me in the wrong place. So I tell her everything. That's my best friend.”−10th grader • “Back in middle school I had to deal with CPS people. So I went to therapy for that and I think that helped a lot.”−10th grader • “I just talk to friends. Good. And then gimme their opinion”−10th grader |
| (5) Responsible decision-making • “I told him to stop before I get them all banned from Discord.”−6th grader • “I would just like maybe like tell an adult or like try to like get the person that's being bullied away from the bully.”–7th grader • “Balancing home and school is complicated because I have a lot of responsibilities and siblings.”−8th grader • “I've been looking into more colleges, like looking up what kind of colleges I want to go to, trying to figure out what majors I would be interested in.”–10th grader • “Like not being lazy, playing a lot of video games. Just making sure I get better on my skills. Probably taking more classes on accounting and business and finance.”–10th grader |
| (6) Social awareness • “You have to have a sense of respect at all times and just be a genuine person and not somebody who's just trying to bring everybody down.”−8th grader |
Participating students' adverse and positive life experiences.
Interpretation of high R2 values across models
The regression models yielded high R2 values (0.65–0.88) in Table 3. This is expected in studies where baseline values of each SEL domain are included as covariates, because SEL constructs show strong temporal stability. When baseline scores account for a majority of variance, the remaining variance attributed to interventions or adversity factors becomes easier to interpret, but model fit necessarily appears high. In this study, high R2 values primarily reflected baseline SEL score covariates, cluster-level effects (classroom assignment), and time effects reflecting semester-to-semester developmental changes. Thus, high R2 values do not indicate overfitting but rather the appropriate inclusion of baseline SEL scores and cluster controls required by the factorial randomized crossover design.
Discussion
Summary of findings
The most statistically significant finding (p = 0.0003) is the profound negative impact of family incarceration on students' self-awareness. For interventions, we found strong, convergent evidence (both qualitative and quantitative, p = 0.04) that the labor-intensive peak team mentorship model successfully improved emotional regulation.
The findings regarding the Brain Agents digital intervention are more complex and present a paradox. While the regression model identified a preliminary statistical relationship with improved coping strategies (p = 0.03), implementation data showed that most students did not engage deeply with the program, with an average of three completed missions out of 15 available. However, qualitative analyses from our companion manuscript demonstrated that even brief exposure to the early Brain Agents missions helped students practice positive self-talk, breathing techniques, emotional naming, and cognitive reframing, skills students explicitly linked to calming down and managing stress (). Teacher perspectives further corroborated that Brain Agents increased students' emotional vocabulary, willingness to pause before reacting, and ability to articulate stressors (). These findings clarify why limited gameplay may still translate into measurable improvements: the earliest mini-games contain core SEL mechanics that students readily applied to real-life situations. At the same time, inconsistent school-day scheduling, device access, and the early-access stage of game development limited sustained engagement and likely constrained the full potential of the intervention. Overall, across qualitative and quantitative sources, Brain Agents appears to serve as a concise, accessible SEL tool that can introduce and rehearse coping strategies, while peak team provides extended, relational opportunities for deeper practice and reinforcement.
Mapping findings to emotional intelligence framework
The results of this study demonstrate measurable improvements across key domains of Mayer and Salovey's EI framework. The peak team program's activities supported students' ability to manage emotions and foster relationships, aligning with managing emotions and social skills components of the framework. Similarly, the Brain Agents game promoted emotional regulation and critical thinking, reflecting the understanding of emotional and problem-solving components of EI. These findings underscore the effectiveness of integrating EI-focused activities into trauma-informed interventions for children facing adversity.
The statistical results further validate the qualitative impressions: peak team was significantly associated with gains in emotional regulation, while Brain Agents promoted coping strategies—a core element of self-management in the EI framework. These results strengthen the case for combining mentorship and game-based SEL tools. The regression models explained a substantial portion of variance (R2 ranging from 0.65 to 0.88), especially for relationship and regulation outcomes.
Comparison to similar studies
The findings from this study are consistent with previous research on the effectiveness of SEL programs. For example, demonstrated that SEL programs can significantly enhance students' social-emotional competencies, leading to improved academic performance and peer relationships. The innovative aspect of the STRYV365 program lies in its integration of the Brain Agents video game, which add interactive and engaging elements to the traditional SEL curriculum. Educational video games have been shown to reinforce social-emotional skills and engage students in ways that traditional methods may not (). The combination of digital and novel coach mentoring methods by STRYV365 offers a unique and effective approach to SEL, particularly for children facing adversity. These findings contribute to the growing body of evidence supporting the integration of EI into educational interventions. Programs offered by STRYV365 complement traditional SEL curricula by incorporating novel methods such as mentorship and game-based learning, which uniquely address emotional regulation and social engagement challenges among students facing adversity.
Cultural context and generalizability
Given the demographic composition of the study population, this research underscores the importance of culturally responsive approaches to EI development. The STRYV365 peak team coaches offered diverse sociodemographic backgrounds and experiences. Future studies should explore how tailored interventions might address specific cultural or socio-economic factors affecting emotional and social development. Building on this foundation, the STRYV365 model could be adapted for other sociocultural contexts by engaging local educators, community mentors, and families to align program content with regional values and experiences. In suburban or rural settings, or in communities with different racial and ethnic compositions, implementation might emphasize contextual strengths such as intergenerational mentoring, nature-based learning, and digital accessibility. Cross-site pilot studies in diverse geographic and cultural environments would help identify which trauma-informed and EI components are most universally transferable and which require local tailoring.
Study limitations
This study has several limitations. The attendance and academic performance of participating students is not known since schools did not share this data with researchers. Self-reported data may introduce bias, as students might under- or overstate their emotions and behaviors. Survey fatigue occurred due to long surveys, particularly when students were exposed to both interventions. Varying intervention duration (4–10 weeks) might have affected consistency in program exposure. Most students did not complete the full Brain Agents game, likely limiting its full effect. Some students may benefit from more structured guidance on how to transfer skills learned in the game to real-life situations. The clustered cross-over design, while rigorous, may limit generalizability to non-urban or differently structured schools. Limitations of the clustering include a small sample size with 16 clusters measured four times. While regression models controlled for adversity and clustering, the small number of clusters and survey attrition limit generalizability. The models identified some effects as marginal, warranting replication in larger samples. Artificial intelligence, optimized for fluency and pattern recognition, may have systematically selected the most fluent or dramatic quotes rather than the most typical or common ones. This can skew data representation, overemphasize certain themes, and overlook negative cases. External influences, such as school environment and family context, may confound the results. However, using at least two coders per theme to check artificial intelligence quote selections mitigated this limitation.
Future research
This study suggests that streamlining surveys by asking fewer key questions more frequently could be used in the future. Strategies should be investigated to increase engagement and completion rates for digital tools like Brain Agents. The STRYV365 model should be expanded to other school settings to test scalability and adaptability. Culturally tailored versions of the program should be explored to enhance relevance across diverse populations. Further research is needed on the long-term impacts of SEL interventions.
Practical implications
The peak team and Brain Agents interventions offer a scalable model for enhancing SEL through mentorship and game-based learning. For schools, the most immediate and impactful recommendation is to invest in coaches and mentors trained in trauma-informed care, as intensive relational support was the primary driver of improved emotional regulation in this study. Schools can integrate peak team-style coaching with structured physical activities, and reflective practices into physical education, advisory periods, or after-school programs to ensure consistent, relationship-centered SEL delivery. For districts adopting digital tools, Brain Agents demonstrates that even brief exposure to well-designed SEL game mechanics can strengthen coping and emotional awareness, but sustained engagement requires predictable scheduling, teacher support, and reliable device access.
For game developers, these findings highlight the importance of designing compelling early-game experiences, shorter mission structures, culturally relevant characters, and features that encourage replay and completion of missions. Developers should prioritize usability testing in real classroom environments and collaborate closely with educators to ensure alignment with school-day routines.
These programs can be adapted for high-need schools using existing technology, embedded mentorship, and ongoing professional development. Sustainability can be strengthened through community partnerships, teacher training, and iterative improvements to both coach-based and digital components. Scaling these models in diverse educational settings has the potential to meaningfully enhance student resilience, emotional well-being, and academic engagement.
Research implications
The positive outcomes associated with the STRYV365 program underscore the importance of integrating SEL curricula with innovative tools like educational video games to enhance engagement and learning (). These findings align with broader research emphasizing the need for comprehensive, innovative approaches to SEL that can be adapted to diverse learning environments (; ). The success of the peak team program highlights the value of mentorship and coaching in fostering resilience and social-emotional development. These results suggest that similar programs could be effectively implemented in other school settings to address the needs of students exposed to ACEs. Policymakers and educators should consider these approaches as part of broader efforts to create supportive and inclusive learning environments.
Conclusion
The STRYV365 peak team intervention shows that intensive, trauma-informed, mentor-based support can effectively improve emotional regulation in urban youth. Efforts to supplement this support with the scalable digital game Brain Agents faced implementation barriers related to student engagement. Yet, even with limited playtime, students and teachers consistently reported that Brain Agents' early missions strengthened coping, emotional awareness, and positive self-talk, suggesting Brain Agents contains SEL mechanisms that can take hold quickly in students to promote positive change. These findings highlight the value of human mentorship and the promise of digital SEL tools when thoughtfully integrated into school routines. Rather than signaling a limitation of digital approaches, the engagement challenges point to opportunities for future researchers and designers to refine implementation, enhance usability, and build on Brain Agents' demonstrated capacity to introduce and reinforce core SEL skills in accessible and engaging ways.
Statements
Data availability statement
The datasets presented in this article are not readily available because no parent consent or child assent to share their data with other researchers. Requests to access the datasets should be directed to jmeurer@mcw.edu.
Ethics statement
The studies involving humans were approved by Medical College of Wisconsin Human Research Review Board. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants' legal guardians.
Author contributions
JM: Writing – review & editing, Writing – original draft. PL: Writing – review & editing. TC: Writing – review & editing. MM: Writing – review & editing. AS: Writing – review & editing. GB: Writing – review & editing. SK: Writing – review & editing. SS: Writing – review & editing. TH: Writing – review & editing. CG: Writing – review & editing. RS: Writing – review & editing. DA: Writing – review & editing. CH: Writing – review & editing. BC: Writing – review & editing.
Funding
The author(s) declared that financial support was received for this work and/or its publication. We gratefully acknowledge Thomas Hurvis who funded the STRYV365 programs and MCW-led research evaluation.
Acknowledgments
STRYV365 deeply appreciates the generous support of Thomas Hurvis. We are grateful for the strong partnership with leaders, teachers, staff, parents/caregivers, and students/scholars at Brown Deer School District, Dr. Howard Fuller Collegiate Academy, Milwaukee Academy of Science, and St. Francis School District. We recognize the important contributions of Cordelia Elaiho, Elizabeth Liverman, Cassandra Wright, Angel Navarrete, Vanessa Ford, Kaitlin Young Eagle, Danielle Winston, Jennifer Stock, the peak team coaches with STRYV365, and the game developers at Columbia College Chicago. For more information about STRYV365 programs, email info@STRYV365.org.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Generative AI statement
The author(s) declared that generative AI was used in the creation of this manuscript. With 23,930 words of deidentified quotes, we prompted ChatGPT 4.0 () to select and report relevant, compelling, and representative quotes for scientific publication. While ChatGPT was used to assist in organizing and presenting representative quotes, all qualitative analyses, including theme development and coding, were conducted by a trained team of coders using an established thematic analysis approach. ChatGPT was used solely as a tool to help select compelling, representative quotes after themes were identified, enhancing clarity and accessibility of findings without replacing human analysis or interpretation.
Any alternative text (alt text) provided alongside figures in this article has been generated by Frontiers with the support of artificial intelligence and reasonable efforts have been made to ensure accuracy, including review by the authors wherever possible. If you identify any issues, please contact us.
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Supplementary material
The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fdpys.2025.1660362/full#supplementary-material
Disclosure
Paula Lumelsky, Cody Hallowell, and Brandon Currie are leaders in non-profit STRYV365, Inc., which delivered the intervention programs. Schools were not charged for the programs.
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Summary
Keywords
social-emotional learning, emotional intelligence, youth resilience, adverse childhood experiences, trauma-informed education, game-based learning, mentorship programs, mixed methods evaluation
Citation
Meurer JR, Lumelsky P, Chelius TH, McGuire M, Stoltenburg A, Bates G, Kosuri S, Sheriff S, Harvey T, Gundacker C, Sparapani R, Antognoli D, Hallowell C and Currie B (2026) Fostering resilience through mentorship and game-based learning: a mixed methods trial of the STRYV365 trauma-informed school program. Front. Dev. Psychol. 3:1660362. doi: 10.3389/fdpys.2025.1660362
Received
05 July 2025
Revised
22 November 2025
Accepted
31 December 2025
Published
29 January 2026
Volume
3 - 2025
Edited by
Oliver Ramos-Alvarez, University of Cantabria, Spain
Reviewed by
Elena Olmos-Raya, University of La Laguna, Spain
Moch. Syihabudin Nuha, State University of Malang, Indonesia
Updates
Copyright
© 2026 Meurer, Lumelsky, Chelius, McGuire, Stoltenburg, Bates, Kosuri, Sheriff, Harvey, Gundacker, Sparapani, Antognoli, Hallowell and Currie.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: John R. Meurer, jmeurer@mcw.edu
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.