REsearch and STudies

• Tantrums down 94%
• Roughhousing down 75%
• Disruptive behavior down 99%
• Anxiety-driven behavior down 81%.

• A sense of safety
• Feelings of belonging
• Abilities to self-regulate
• Skills to build agency

• Serves as a trusted assistant
• Helps them manage their own stress
• Strengthens their professional capacity and expertise

As measured by the DESSA students who received the ELAvate curriculum, they demonstrated approximately DOUBLE the rate of positive change as compared to students in the control group. 

Longitudinal studies in diverse global contexts demonstrate that structured programs targeting the skills that the ELAvate curriculum focuses on can lead to measurable improvements in students’ self-efficacy, resilience, school attendance, and educational aspirations over both short- and long-term periods.  

These effects are particularly notable among adolescents and in underserved populations.

And, classrooms using ELAvate are also experiencing one-third the number of office referrals.

The growing body of evidence for the benefits of such supplementary curriculums aligns with outcomes from the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) Collaborative District Initiative. Their findings revealed increases in academic performance—including GPA and standardized test scores—as well as improved attendance, improved graduation rates, and reductions in suspensions and expulsions (Tagat et al., 2025).

Teachers utilizing the ELAvate supplemental curriculum have reported stronger student connection and classroom belonging—both keys to academic and behavioral success. 

Current research supports the long-term benefits of developing these essential skills for school, life, and work:

A comprehensive systematic review of over 200 high-quality studies found that early development of skills such as self-regulation, perseverance, attention, and social competence is significantly associated with improved academic achievement, mental health, future employment, and reduced engagement in risky behaviors later in life.  (Smithers et al., 2018).

Playbl’s research is grounded in over a decade of federally funded studies, primarily conducted by Dr. Lynn Fiellin and the play2PREVENT Lab at Yale School of Medicine, and now Dartmouth’s Geisel School of Medicine. The research focuses on game-based behavioral health interventions designed to prevent youth substance use and promote mental well-being. 

• Positively influence attitudes and beliefs about substance use, including vaping and opioids.
• Improve decision-making skills in real-world scenarios, particularly in resisting peer pressure.
• Increase knowledge retention compared to traditional educational methods.
• Encourage healthier behaviors through interactive, engaging gameplay.

This randomized controlled trial of the videogame PlaySmart showed increased opioid risk knowledge among older adolescents, with mixed effects on perceived harm. 

This systematic review highlights school based interventions, especially cognitive behavioral strategies, as promising approaches to reduce school refusal among high school students. 

 This pilot study implemented and evaluated the feasibility and outcomes of two innovative programs, CATCH My Breath and SmokeScreen, among youth in rural settings in Florida.

The most extensively studied game, SmokeScreen, has shown significant promise in vaping prevention among middle school students. Studies indicate that just 90 minutes of gameplay can lead to measurable improvements in students' perception of vaping risks and their ability to refuse peer offers.

Additionally, Playbl’s opioid misuse prevention, mental and sexual health-focused games are backed by rigorous NIH-funded trials, demonstrating effectiveness in equipping adolescents with coping strategies and reducing risky behaviors.