The Winston Essential Skills Survey as a Comprehensive Social-Emotional Assessment for Students with Learning Disabilities

1/12/2026

[NEW YORK, N.Y. — January 12, 2026] The research team at Winston Preparatory School's Innovation Lab announced the publication of their research article in the Journal of Psychoeducational Assessment, a subset of Sage Journals, in 2025.

The article, titled “The Winston Essential Skills Survey: A Comprehensive Social-Emotional Assessment for Students With Learning Disabilities,” introduces the latest version of the Winston Essential Skills Survey (WESS), WESS 4.0, as an assessment tool designed specifically to measure social and emotional skills for Students with Learning Differences (SwLD). The WESS is the first Social-Emotional Learning (SEL) assessment specifically designed for SwLD, addressing a major gap in SEL assessments and educational research.

Consisting of feedback from 180 educators who evaluated nearly 400 students across multiple states and countries, the study found that the WESS 4.0 reliably measures eight different areas of SEL for SwLD, including resilience and self-advocacy, that are often overlooked in most SEL surveys. These two skills have repeatedly been shown to improve student outcomes, particularly in post-secondary education and employment, especially for SwLD.

The study also shows that the WESS 4.0 gives teachers and researchers a reliable way to understand and support the emotional strengths and needs of SwLD, which can ultimately improve school programs and policies to better support these students’ success.

“The Winston Essential Skills Survey 4.0 is a vital advancement in our mission to develop critical social-emotional skills that support sustained learning and independence for students with learning disabilities,” shared Amber DeBono, PhD, Director of Research and lead author. “By offering educators a precise, evidence-based tool to track and promote skill acquisition, such as resilience and self-advocacy, the WESS enables tailored feedback that drives meaningful growth. Moreover, this survey exemplifies Winston Preparatory School’s commitment to influencing the educational field through rigorous research and innovative implementation models, setting a new standard for specialized SEL assessment that benefits students and educators nationwide.”

Dr. DeBono also expressed gratitude to the Learning Disabilities Foundation of America for their support, which made the team’s research possible.

For more information, contact Amber Debono, Ph.D., Director of Research, at (917) 336-4074 or adebono@winstonprep.edu.

About Winston Preparatory School

Founded in 1981, Winston Preparatory School is a national school network that offers individualized programming for students with learning disabilities such as 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. To learn more, visit www.winstonprep.edu.

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Winston Preparatory School is a leading school for students with learning disabilities, including dyslexia, executive functioning difficulties (ADHD), and non-verbal learning disorders (NVLD).

WPS does not discriminate against applicants and students on the basis of race, color, national or ethnic origin. The Winston Preparatory School provides programs and services and equal opportunity in the administration of its educational and admissions policies, financial aid programs, employment, and the selection of its governing board without regard to gender, race, color, creed, religion, national origin, sexual orientation, disability status, or any status recognized by federal, state and local civil rights and non-discrimination laws.