S3 Lab Research

In Progress

S3 Lab is conducting over a dozen projects in nearly 400 schools and universities involving more than 135,000 students. All of these projects involve mobilizing and empowering social systems to support student achievement. This work is at varying stages of completion, so please keep checking and follow @Todd_Rogers_ on twitter for updates.

A sampling of projects we are working on:

  • Reducing absences among at-risk K-12 students by providing parents with regular messages targeting specific attendance beliefs.
  • Turning friends and family in college students’ social networks into “Study Supporters” by regularly empowering them to get more involved with updates about the students’ courses, upcoming deadlines, and campus resources.
  • “Inviting the village” that surrounds K-12 students (e.g. grandparents, mentors, coaches, family friends) by empowering these supporters with actionable information they can use to encourage and support students (e.g., report cards, class schedules, attendance reports, etc.).


Rogers, T., & Norton, M. I. (2011). The Artful Dodger: Answering the Wrong Question the Right Way. Journal of Experimental Psychology: Applied, 17(2), 139-147.

Rogers, T., Zeckhauser, R., Gino, F., Schweitzer, M., & Norton, M. (2016). Artful Paltering: The Risks and Rewards of Using Truthful Statements to Mislead Others. Journal of Personality and Social Psychology, 112(3), 456-473.

Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology , 108 (3), 342-352.

Robinson, C., Lee, M. G., Dearing, E., & Rogers, T. (2018). Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs.

Rogers, T., Moore, D. A., & Norton, M. I. (2017). The Belief in a Favorable Future. Psychological Science, 28 (9), 1290-1301.

Rogers, T., & Feller, A. (2017). Reducing Student Absences at Scale by Targeting Parents’ Misbeliefs.

Rogers, Todd. (2019). [Afterword]. In Gottfried, M., & Hutt, E. Absent from school: Understanding and addressing student absenteeism. Cambridge, Massachusetts: Harvard Education Press.

Rogers, T., & Feller, A. (2016). Discouraged by Peer Excellence Exposure to Exemplary Peer Performance Causes Quitting. Psychological science,27(3), 365-374.

Kraft, M. A., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review47, 49-63.

Rogers, T., ten Brinke, L., & Carney, D.R. (2016). Unacquainted callers can predict which citizens will vote over and above citizens’ stated self-predictions. Proceedings of the National Academy of Sciences, 113(23), 6449-6453.

Rogers, T., Milkman, K., John, L., & Norton, M. (2015). Beyond good intentions: Prompting people to make plans improves follow-through on important tasks. Behavioral Science & Policy, 1(2), 33–41.

Bergman, Peter and Lasky-Fink, Jessica and Rogers, Todd, Simplification and Defaults Affect Adoption and Impact of Technology, But Decision Makers Do Not Realize This (June 17, 2017). HKS Working Paper.

Robinson, C. D., Gallus, J., Lee, M. G., Rogers, T. (2019). The demotivating effect (and unintended message) of awards. Organizational Behavior and Human Decision Processes. doi: 10.1016/j.obhdp.2019.03.006.

For other research by Professor Rogers, visit here.

View examples of the images the S3 Lab uses on mailers:

Please email us at s3lab@hks.harvard.edu for the original images