Evidence & Case Studies

Growth you can see. Evidence you can examine.

Trait-Based is one human-development framework applied across recovery, education, justice, and leadership. Here, peer-reviewed findings sit beside real-world case studies—with the strength and limits of each source made clear.

See the research Explore case studies

Scientific ReportsPeer-reviewed recovery study

Multiple settingsTreatment, school, and justice

Measurable growthEngagement, well-being, and traits

One frameworkMultiple applications

Peer-reviewed research

Trait-Based recovery was associated with stronger engagement and improved mental-health measures.

The 2025 study examined a 40-lesson Trait-Based recovery curriculum across residential, outpatient, and community settings.

Scientific Reports · 2025

Trait-based recovery enhances engagement and reduces anxiety and depression symptoms

Participants in the Trait-Based group completed standardized pre/post measures. Retention was also compared with a contemporaneous traditional-program group at the primary residential site.

Read the published study

Research context: This was a quasi-experimental pre/post study, not a randomized trial. The findings support association, not definitive causation; self-report and a short follow-up window are additional limitations. Nine of ten traits improved. Empathy showed a small self-reported decline. One possible explanation is a response shift: as self-awareness developed, participants may have evaluated their empathy more critically. The study did not establish the cause, so the finding will inform continued refinement and research.

97.1%retained at 90 days (135 of 139)

71.5%reduction in depression score

58.5%reduction in anxiety score

9 of 10measured traits improved

Evidence in practice

What the framework looks like in real settings.

Each case study answers a different question: Can people stay engaged? Can students strengthen identity and decision-making? Can justice programs support accountability without shame?

Recovery · Multi-site treatment

Engagement becomes retention.

The strongest first signal was not a promise. It was that participants kept showing up.

139Trait-Based participants

135retained at 90 days

6.3×higher observed retention

Source: peer-reviewed 2025 recovery study and treatment-provider case study.

Read the case summary

The model paired structured lessons with reflection, strengths language, and community connection. The comparison group was used primarily for engagement and retention because its outcome measures were not standardized in the same way.

Prevention · Garrard County High School

Students starting lower showed the strongest growth.

The first year produced encouraging academic, behavioral, engagement, and developmental signals.

390students participated

44%fewer behavioral resolutions

3.41average participating GPA

Source: 2025–2026 school case study. Participating grades were compared with non-participating grades.

Read the case summary

Participating grades averaged 1.81 behavioral resolutions per student versus 3.22 in non-participating grades. Average GPA was 3.41 versus 3.22 (reported p = .0047). The case study explicitly cautions that these first-year patterns do not establish causation.

Justice · Albuquerque diversion

Public safety through human development.

A pre-prosecution diversion program paired accountability with identity, resilience, and long-term growth.

110participants referred

84program completers

98.8%of completers offense-free

Source: Albuquerque District Attorney’s Office program case study and internal outcome monitoring.

Read the case summary

The case study reports one new offense among 84 completers, or 2.1% recidivism among completers. These are program-monitoring outcomes, not randomized comparative findings, and apply specifically to people who completed the program.

Recovery education · McKinley Academy

A shared language for identity, recovery, and growth.

Educators described a shift from managing behavior toward helping students understand themselves.

Identityover behavior

Readinessbefore learning

Sharedlanguage for growth

Source: qualitative recovery-high-school implementation case study.

Read the case summary

Staff reported stronger self-reflection, strengths-based conversations, emotional readiness, and alignment between recovery and education. These are educator and community observations rather than controlled outcome data.

How to read the evidence

Different sources answer different questions.

A credible evidence page should not make every number sound equivalent. This page uses a simple evidence ladder so readers can see what each source can—and cannot—show.

Peer-reviewed research

Tests defined outcomes using published methods, standardized measures, and statistical analysis.

Comparative case data

Shows meaningful real-world patterns between participating and non-participating groups without proving causation.

Program monitoring

Tracks completion, engagement, repeat assessment, and operational outcomes in a specific implementation.

Implementation stories

Shows how participants, educators, and organizations experience the framework in practice.

From evidence to application

What could this look like in your setting?

Explore the framework, review the application pathways, or talk with us about the outcomes your organization needs to understand.

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