About Us

The company

Founded in 1997, and initially funded by angel investors, including prominent philanthropists, Ripple Effects is a woman owned company (WMBE) dedicated to using emerging technologies to prevent social injury and promote school and life success for children, youth and the adults who work with them. The company provides training software, assessment tools, web resources and live training, technical support and consultation to promote social-emotional competencies and remediate social emotional deficits that contribute to poor academic, social, and mental health outcomes for children and teens. Ripple Effects has been recognized for leadership as a double bottom line, social enterprise, with awards from Haas Business School and the University of Washington Business School. It has been featured in the Wall Street Journal and Business Week magazine for its success in making good works good business practice as well. It has been featured in a variety of education related publications for its success in effectively addressing students’ non-academic barriers to school success. Ripple Effects Whole Spectrum Intervention software is listed by National  Registry of Effective Programs and Practices (NREPP) as a Children’s Mental and Behavioral Health Preventive Intervention, and is listed as a model program by the National Dropout Prevention Center.  Read more

History of empowering those at the bottom

Through Ripple Effects 18+ year history, our hiring practices, product development process, and outcome research have all been oriented toward leveling the playing field for those with diminished prospects for success. Both student and teacher software target a wide spectrum of individual risk factors, and provide cognitive-behavioral, affective, social-skill and social change training to help address them. Use of our student software often starts in detention settings, with kids who are close to reaching the end of the line.  It is often a part of IEP and behavioral support plans. It includes a whole range of ways of making the program more accessible to English Language learners (ELL) , and students with disabilities (SWD), including hearing impaired students, mobility impaired students, students with attention problems, and those with mild cognitive disorders. Most testing has been conducted in schools and settings that predominantly serve students with both personal and group level risk factors. Use of the professional development software supports teacher effectiveness with these same populations of students.