The High Achieving Schools Survey (HASS) was designed to obtain evidence-based recommendations to improve students’ well-being, by targeting influential, modifiable aspects of their school, family, and peer life.
Data collected through HASS enables Dr. Luthar to provide schools with suggestions that are specific to their community needs to facilitate change.
Defining High Achieving Schools
High Achieving Schools (HAS) are those with high standardized test scores, rich extracurricular and academic offerings, and graduates heading to some of the most selective colleges. These schools emphasize the importance of community and relationships in fostering growth of the “whole child”, helping students grow intellectually, physically, socially, and emotionally.
Benefits of HASS
Based in 30 years of research
Unlike other survey instruments, HASS is based in 30 years of peer-reviewed scientific research. Over the years, the survey has been continually refined to include items found to be specifically important for students in high-achieving communities such as adults’ perceived over-emphasis on achievements, and various elements of school life that foster healthy development
Focuses on aspects of student life that can be modified to foster well-being
Assesses students’ positive personal attributes including empathy, altruism, and investment in the greater good
Collects actionable data to allow Dr. Luthar and her team to
Identify and prioritize health and wellness strategies
Provide specific recommendations to school leadership and stakeholders
Enables comparison with other high achieving schools and national averages to allow schools to quickly assess areas of strength and areas needing attention
Presenting survey results to both faculty and parent groups, Dr. Luthar identifies the top two or three areas that would most benefit from change in a given community, and brings stakeholders together in collaboratively addressing them.
Students at High Achieving Schools often deal with several challenges, and are known to be statistically more likely than other youth to show emotional or behavioral difficulties such as depression, anxiety, or substance abuse (see Luthar & Kumar, in press). Subsequent assessments of schools have shown decreases in students’ level of depression, anxiety, and substance use.
Dr. Luthar helps to foster resilience by drawing on strong and supportive relationships in HAS communities. In some communities, she brings Authentic Connections Groups to counselors and administrators; counselors and administrators can then pass on the knowledge they’ve learned about how to foster authentic relationships to students and adults in the community, promoting a more positive culture of the school as a whole.
Data Collection and Results
What is measured?
Student levels of well-being
Depression, anxiety, rule-breaking
Drug and alcohol use
Disordered eating, self-harm
Altruism, and prosocial behavior
Empathy, integrity, and humility
Envy of peers
Modifiable aspects of school climate
Respect for diversity
Availability and impact of AP and IB courses
Availability of academic support
Presence and availability of caring teachers and adults
Alienation from adults
Modifiable aspects of parent-child relationships
Perceptions of parents’ tolerance of substance abuse
Emphasized parent values (importance of success vs. showing decency and integrity)
Felt closeness to each parent
Dr. Luthar and her team collect actionable data using surveys that focus on aspects of health and wellness in student life that can be modified to foster wellbeing
Data is provided anonymously by students, with no identifying information
Surveys are collected securely and electronically at the school via Qualtrics, an enterprise level research platform
Summary of findings: comparison of students in the target school relative to other
High Achieving Schools and national norms on major risk and protective factors
Analysis of risk and protective factors that are especially salient to the target school and its students
Specific, actionable suggestions to improve school climate and student well-being
Testimonials From School and Organizational Leaders
"Dr. Luthar provided us with robust data on our local high school and identified key priorities for intervention in our community. Not only did she present us with a rigorous scientific perspective, but she addressed our community with passion, empathy and warmth. The balance of both her credibility as a researcher and her relatability as a parent enabled the audience to be receptive to her message.”
Geneveive Eason, Wilton Youth Council.
I cannot overstate how important Dr. Luthar's work has been to our work in independent schools. As a practicing educator, I am constantly citing her research to faculty, parents, and students as we walk about creating a school environment that promotes healthy, prosocial behavior. I am proud to have shared what I have learned working with her at several conferences, and am flattered to remain in her orbit as she continues to do incredibly important and much needed research in schools.
Bradley S. Philipson, Ph.D.
Former Assistant Head of School for Academics, Fort Worth Country Day School (TX)
Founding High School Principal, Young Audiences Charter School (LA)