Research

Evidence reviews of the needs, alternatives and untested assumptions behind our projects.

How we review evidence

Runstr

What supports the proposed Runstr model, and what remains untested?

Evidence supports taking school resource needs, family communication and unequal access seriously. It does not establish that combining them in Runstr will work.

Last substantive review:

Read the Runstr report

Snacks Orchard

What supports the proposed Snacks Orchard model, and what remains untested?

The strongest present case is modest: make a distinctive moment of play understandable, responsive, optional and worth remembering. Existing research suggests useful questions about control and enjoyment, while also challenging the assumption that longer play means greater wellbeing.

Last substantive review:

Read the Snacks Orchard report

Aspiring Innovators

What supports the proposed Aspiring Innovators model, and what remains untested?

A well-supported making activity is worth investigating. Existing research does not establish that competition improves every learner. Judging, paid community support and resource allocation require separate evidence.

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Read the Aspiring Innovators report

Prizes After Class

What supports the proposed Prizes After Class model, and what remains untested?

The evidence supports investigating understandable choice and taking reward-related risks seriously. It does not show that Prizes After Class improves learning, motivation or fairness.

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Education Needs More

What supported the earlier Education Needs More guidance proposal, and what remained untested?

Historical review of cross-role explanation and resource guidance. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Education Needs More report

DigniFeed

What supports the proposed DigniFeed model, and what remains untested?

The evidence supports investigating whether food distribution can better accommodate household preferences and make operational decisions easier to understand and correct. It does not establish that AI allocation is necessary or that new software improves fairness, food security, nutrition, waiting time or waste.

Last substantive review:

Read the DigniFeed report

Teachers Need More

What supported the earlier Teachers Need More guidance proposal, and what remained untested?

Historical review of classroom-action preparation and adaptation. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Teachers Need More report

Schools Need More

What supported the earlier Schools Need More guidance proposal, and what remained untested?

Historical review of school-owned problem framing and decision preparation. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Schools Need More report

Parents Need More

What supported the earlier Parents Need More guidance proposal, and what remained untested?

Historical review of parent concern-to-question preparation. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Parents Need More report

Students Need More

What supported the earlier Students Need More guidance proposal, and what remained untested?

Historical review of student explanations and self-directed next steps. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Students Need More report

Coaches Need More

What supported the earlier Coaches Need More guidance proposal, and what remained untested?

Historical review of team communication and school-owned follow-through. The current editorial-first publication model was not evaluated.

Last substantive review:

Read the Coaches Need More report

Education Angel Group

What supports the proposed Education Angel Group model, and what remains untested?

The evidence supports examining labels, navigation depth and task context. It does not show that adding brands creates trust, that a larger ecosystem delivers better education or that EAG needs a complex portal.

Last substantive review:

Read the Education Angel Group report

Snacks After Class

What supports the proposed Snacks After Class model, and what remains untested?

The proposed umbrella must justify its added orientation step against direct access to existing activities. Research does not establish an optimal menu size, audience age or educational benefit for the hub.

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Read the Snacks After Class report

Create After Class

What supports the proposed Create After Class model, and what remains untested?

The strongest case is for informed access to existing making opportunities. The retained research offers reasons to study intentional revision and authorship, but does not establish that a cross-medium hub improves creativity, confidence or learning.

Last substantive review:

Read the Create After Class report

Snack's Tube

What supports the proposed Snack's Tube model, and what remains untested?

A coherent creation and revision experience is worth investigating. Reviewed evidence does not establish demand, superiority, learning gains or a need for public sharing. The private creative journey remains the first question.

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Sim After Class

What supports the proposed Sim After Class model, and what remains untested?

Research provides a reason to investigate active financial decision practice, but does not establish the effectiveness of this particular game. Existing public resources already teach budgeting, transport decisions and independent-living topics.

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Trade After Class

What supports the proposed Trade After Class model, and what remains untested?

Financial education has a credible general evidence base, but a brief allocation exercise is a distinct intervention. A historical school program provides encouraging evidence about a package of simulation and instruction.

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Launch After Class

What supports the proposed Launch After Class model, and what remains untested?

Existing studies offer reasons to take hypothesis formation and revision seriously, but they do not establish the effectiveness of this children's game. Some entrepreneurship programs have changed selected outcomes; other measured outcomes have not improved.

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Game After Class

What supports the proposed Game After Class model, and what remains untested?

The strongest rationale is practical access to enjoyable, bounded play. Research reviewed here does not establish that this hub will improve intelligence, school performance or mental health.

Last substantive review:

Read the Game After Class report