Rooted in Research

The MARIO Framework: Why It Works

The MARIO Framework® pedagogy is founded on what science has revealed about learning – including disciplines concerning the whole person and the ways we gain mastery.



Exciting new neuroscience research shows how one-to-one conversations like those in The MARIO Framework transform the neurophysiology of the speakers, strengthening the junctions between different regions of their brains.

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Medical Research

Medical Research

Insights from medicine inform our emphasis on the relationship between educator and learner. It’s grounded in how “exceptional potential” arises from the careful listening of the medical practitioner to the patient.

asian businessman looking and writing on sticky note for brainst

Design Thinking

Design Thinking

Knowledge from design thinking informs our iterative, student-centered approach to goal setting and outcomes improvement.

Businesswomen Writing on Board in Office

Ecological Systems Theory

Ecological Systems Theory

Ecological systems theory sets the context in which we measure our learners’ progress by cultivating their self-awareness.

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Psychology, particularly research in sociolinguistics, reveals how MARIO’s one-to-one learning facilitates the best outcomes via a flexible combination of educational psychology paradigms.

Our Supporting Academic Researchers

These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.

Garry Hornby

Emeritus Professor, University of Plymouth

Sarah Woulfin

University of Texas Austin

Sue Walker

School of Early Childhood and Inclusive Education, Queensland University of Technology


Glennda McKeithan

University of Kansas


Britney L Jones

University of Connecticut


Dario Ianes

University of Bolzano Italy

Yazeed Alnasser

Yazeed Alnasser

King Saud University

Jukka Vetoniemi

Jukka Vetoniemi

Valteri Centre for Learning and Consulting

Ann louise

Ann-Louise Ljungblad

Department of Education and Special Education, University of Gothenburg

Robert Hendren

Robert L Hendren

University of California, San Francisco

Eddie Denessen

Eddie Denessen

Leiden University

Nikki Hurless

Nicole Hurless

Tarleton State University

Markelz Andy

Andrew Markelz

Ball State University

Naomi Church

Naomi Church

Growing Minds Consulting, LLC


Dr. Kathleen M. Randolph, BCBA-D

University of Colorado, Colorado Springs

Salena Babb

Salena Babb

Penn State University


Patrick LaCount, PhD

Practical Psychological Services

Renée E. Lastrapes, PhD

University of Houston-Clear Lake

Julie Christine Wharton

University of Winchester

Daniel Daniel Ostlund

Daniel Östlund

Kristianstad University, Faculty of Education

Lotta Anderson

Malmö University

Johanna Lüddeckens

Linneaus University

Grace C Fantaroni

Point Loma Nazarene University

Kelly Ann Allen

Kelly-Ann Allen

Monash University

Explore Our Peer-Reviewed 6-Year Retrospective Study
The results of this study suggest that brief and targeted one-to-one conversations occurring every class period result in statistically significant gains in student academic outcomes as measured by GPA. Specifically, students who were in the Intensive Studies course that included the brief, one-to-one conversations, called the MARIO intervention, showed higher GPA in core courses than students in the control Intensive Studies course.
Female parent
Emily Farrar
Director of Scientific Affairs at Boston Strategic Partners
Dr. Katie Novak
Author & Founder of Novak Education
Philip Bowman
Co-Founder & CEO of MARIO Education
Get The Latest Education Research
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti