Winston Prep Publishes Research on Creation and Validation of the First Comprehensive Social Emotional Learning Assessment for Students with Learning Disabilities

[NEW YORK, N.Y. — May 16, 2025]  Winston Preparatory School's Innovation Lab research team announced the publication of their research article with Learning Disabilities Quarterly, a subset of Sage Journals, in 2025. The published article, titled “A Social and Emotional Learning Survey for Students With Learning Disabilities: Reliability and Validity Analyses,” details the creation and validation of Winston Prep’s Winston Essential Skills Survey (WESS), the first comprehensive Social Emotional Learning (SEL) assessment for Students with Learning Disabilities (SwLD). 

Composed of expert researchers, learning specialists, and practitioners, the Winston Innovation Lab has conducted ongoing postgraduate research since 2013 in an effort to quantify how and why Winston Prep graduates report high levels of life satisfaction, impressive college attendance, graduation, relationship, and employment rates. 

Through two rigorous studies, the research team established a framework to address the lack of SEL tools tailored to SwLD and developed an appropriate assessment for them. To best assess their student population, Winston Prep designed a survey that specifically measured critical SEL competencies, including self-advocacy and resilience. Although initially designed for the Winston Prep population, the WESS 3.0 has been refined to be used with a wider SwLD population. Study findings and their potential impact are significant, offering educators and school administrators deeper insights into the social-emotional learning progress of SwLD. 

“Our research clearly shows that social-emotional skills are directly linked to achieving independence and meaningful participation in school and beyond,” stated the Winston Innovation Lab’s Associate Director, Michele Heimbauer. “To meet the needs of our students in an explicit and individually targeted approach, a clear understanding of their specific strengths and needs is essential. Assessment not only serves to measure outcomes, but possibly even more importantly, assessment is what drives effective programming.” 

Director of Research Amber DeBono, PhD, further described the importance and impact of the WESS on the Winston Preparatory School community, as well as the larger SwLD community. “The publication of this paper is a significant milestone for the Winston Innovation Lab and aligns deeply with the mission of Winston Preparatory School. It represents a critical step in addressing a long-standing gap in educational research and practice.”

Founded in 1981, Winston Preparatory School is a national network of seven brick-and-mortar campuses on the East and West coasts as well as a fully online program accessible anywhere. It offers individualized programming for students with learning disabilities, including dyslexia, executive functioning challenges (ADHD), and nonverbal learning disorder (NVLD). The school’s mission is to facilitate the independence and meaningful participation of students with specific learning disorders through a Continuous Feedback System that develops skill acquisition and the Qualities of a Sustainable and Independent Learner. It also seeks to influence the field of education with research and implementation models that achieve these ends in this way. For more information, contact Amber Debono, Ph.D., Director of Research, at (917) 336-4074 or adebono@winstonprep.edu.