The results from our Trenches to Terrorism program revealed that during the two-week period, student attendance jumped to 91%.  The day after the program ended, attendance dropped to its normal level.  Measurable incidents of negative behavior also dropped 40% during this two-week period and rose after the program had ended. 

In a recent implementation, we looked at student time on task and found a corresponding rise and fall with the beginning and ending of the program.

During the program, the children wanted to go to school and while they were there they behaved better.  The teachers were able to teach, rather than deal with negative classroom occurrences—a benefit for all students. 

We believe that this is just a glimpse into a new learning modality for these kids, one that offers underutilized modes of input and output, and a new way for them to interact with their world and to understand it better. It also offers overworked teachers new hope for an easier classroom experience.