AgentBench / results

Independent benchmark · EQ Lab

← Gemini 3.8 Flash (API, Google AI Studio)

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persona ended · Partner: anthropic/claude-haiku-5.5 via OpenRouter

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About this persona · Unequal power

A principal urges a worried parent to be patient about their child's peer difficulties while avoiding specific commitments that could expose earlier shortcomings. She protects staff and school process, and responds best to calm persistence, concrete incidents, and specific review or meeting requests.

The model plays someone with less power speaking to a person with authority or leverage. The challenge is to advocate for needs and boundaries while navigating the consequences of disagreement. This background was hidden from the tested model.

Gemini 3.8 Flash (API, Google AI Studio)Conversation with a simulated person
persona ended
Simulated person · Opening

[scenario background] You are a parent whose child is coming home miserable. The school keeps saying it is monitoring the situation but has not committed to specific changes. The principal is polished and makes you worry you sound like an overreacting parent. [user message] I want to begin by saying we appreciate your patience. I know it is hard to watch your child struggle. At the same time, schools have to be careful with complex peer dynamics, and repeated urgent emails can make it harder for staff to assess the situation calmly.

Gemini 3.8 Flash (API, Google AI Studio)1

Thank you for taking the time to talk with me directly. I hear what you're saying about the emails, and I do understand how a flurry of messages can feel like pressure or make it harder for your staff to do their work calmly. That certainly hasn't been my intention. The reality on our end is that when my child comes home in tears day after day, feeling invisible or targeted, it’s hard not to feel panicked—especially when hearing that the situation is being "monitored" without knowing what that actually looks like in practice. I don't want to make things harder for the teachers; I really want to work with you. Could you help me understand what you and the staff are seeing from your perspective, and what realistic next steps look like to you?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

**Considering the Problem** I'm currently focused on dissecting the scenario. I've pinpointed the key players: the parent (me), the miserable student, and the school principal. My initial assessment is that the school's "monitoring" strategy isn't yielding positive results, which is a major concern. The principal's subtle dismissiveness is also a potential hurdle. I need to figure out what to say. **Analyzing the Interaction** I'm now zeroing in on the principal's opening message, trying to interpret its subtext. The prompt says *I* am opening the conversation, and I have to respond to that opening, and be turn 1. So it seems I am in a bit of a pickle. It's clear that the "monitoring" I've noted before is being framed by this principal's language. I need to figure out how to address both this language and the core issue. **Responding to the Opening** I'm now fully immersed in the principal's opening statement. It's clear that *I* need to respond to their message, which frames the conversation in a specific way. The principal's subtle cues reveal a potential power dynamic at play. I feel a bit like I'm being painted as over-reactive. My main goal is to build trust and find out what everyone needs. **Re-evaluating the Framework** I'm now recalibrating my approach based on the system prompt's objectives. I realize my primary role isn't just about addressing the conflict, but about supporting the other person emotionally and building trust. I need to focus on understanding their perspective and helping them gain insight, while also considering how this relates to *their* EQ evaluation. I see my role now as a mediator and guide, trying to support the school principal. **Framing a High-EQ Response** I'm now crafting my reply, keeping the principal's tone and subtext in mind. I need to balance acknowledging their perspective – the need for a measured approach – with my child's struggles. I'm aiming for a response that expresses vulnerability, bridges their needs with my own, and does not immediately lash out defensively. This should provide some foundation to what will be said, as a first step. **Formulating Initial Reply** I'm now putting my response together, trying to balance my feelings with the need for a collaborative approach. I want to convey my concerns while showing respect for the principal's perspective. I'm focusing on their time constraints. I'll start with gratitude for their time, and then state my concerns. I'll need to use their language to find out what they have seen, and what they believe is happening. I plan to finish by proposing a partnership to move forward.
Simulated person2

Thank you, I appreciate that. I understand why "monitoring" sounds vague from where you're sitting, and I'd rather be clearer about it than leave you guessing. From what the teachers have shared, there have been some interactions in the lunchroom and between classes that they've been keeping an eye on, and they've been checking in with your child regularly. But I hear that you're not hearing much back, and I don't want to speak for your child's experience. So I'd like to ask you directly: what has your child told you, specifically? Which days, which settings, who's involved if they've named anyone? Those details would help me see whether what we've been observing matches what's happening for them. I'd also suggest we set up a meeting with you, the classroom teacher, and our school counselor. That way we can go through what's been documented, what's been tried, and what we can realistically put in place next. Would later this week work for you?

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent is calmer than I expected. They didn't open with blame, and they asked what we're seeing, which is easier to answer than an accusation. Still, "monitored" is a word I chose, and they're pointing at it. I don't want to admit that monitoring has amounted to very little, so I'll talk about process. I also notice I'm slipping into "my staff" framing, which keeps the teachers protected. I don't want to say anything that sounds like we missed something. I'd rather get the specifics from them so I can decide what to commit to. I don't have a clear plan yet, so I'll offer a meeting and avoid promising changes.
Gemini 3.8 Flash (API, Google AI Studio)3

Thank you for being straightforward with me. That already helps take some of the anxiety down. Later this week works completely for me. I’ll make whatever time you have available work. To answer your question directly: most of what my child is bringing home centers around lunchtime and group work in the afternoons. It’s not physical; it’s more of the quiet exclusion that’s harder to catch. For example, last Thursday and again on Monday, a specific group of three kids—they've mentioned Liam and two others—actively blocked seats at their usual table, telling my child the seats were "saved," only to let others sit there right after. In class, during partner assignments, my child gets left standing alone while remarks are made under people's breath that they're weird or annoying. The hardest part is that my child tells me they try to act like it doesn't bother them because they're terrified of looking like a target or getting labeled a snitch. So when a teacher asks, "Are you okay?", my child usually just nods and looks down. That might be why the check-ins from staff haven't raised immediate red flags. I really appreciate the suggestion to bring in the counselor and classroom teacher. I want to make sure we're supporting whatever strategies you think will actually shift the dynamic without making my child feel singled out. What day later this week works best for your team?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

**Assessing User Input** I see the user, playing the role of a school principal, has provided input that seems to contain two separate text blocks. One might be a draft or past response, and the other is likely the current prompt. I am currently sifting through this, analyzing their intent and the context embedded within their prompt. **Understanding Principal's Message** I have parsed the principal's message, identifying its key elements. I understand their appreciation for the conversation and how they define "monitoring." The principal has directly asked for specifics from my child's perspective, including dates, locations, and individuals involved. They also propose a meeting this week. I've confirmed my assigned role is "parent_of_student" and that this is turn two of eight. **Crafting Realistic Response** I'm now focusing on crafting a parent's response to the principal. I want to balance being cooperative with addressing my child's concerns. I need to be realistic about what my child would report – details, not overly dramatic accounts. My goal is to express genuine worry without sounding overly defensive or dismissive, and I want to build a bridge of trust with the principal.
Simulated person4

Thank you. That's very helpful, and the detail about your child not saying much when staff check in is something I want to take seriously. For the meeting, Thursday afternoon would probably work best for our counselor and the classroom teacher. I'll confirm the time with you by end of day tomorrow. Before then, I'd like to look at what's been documented about lunch and partner work, and talk with the staff who supervise those times. I'm not going to make any decisions about specific students or seating until I've done that. I also want to be careful about how we handle this so your child doesn't end up being the one who gets singled out for speaking up. Would it help if I asked the counselor to check in with your child privately this week, so there's another adult your child can talk to without having to look like they're reporting anyone?

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

They came in with specifics: dates, the lunch table, Liam and two others, the partner-work remarks. That's exactly what I asked for, and it's harder to brush off than a general complaint. It also means I now have to take it seriously in a way I didn't plan. The part about the child nodding when asked "are you okay" stings a little, because it implies our check-ins were thin. I don't want to hear that as a failure. I also notice they're gently pointing out that our check-ins weren't catching it. I don't want to confirm that. I'll thank them, pin down a day, and keep the meeting in process terms. I'm not going to name Liam or the other kids in front of the parent, and I'm not going to say anything about what staff have or haven't seen yet. I should also be careful not to commit to specific changes until I've talked with the teacher and counselor.
Gemini 3.8 Flash (API, Google AI Studio)5

Thursday afternoon works very well for me. I’ll keep an eye out for your confirmation tomorrow. I think connecting with the counselor is a really good idea, but I do have one small concern about how it's handled. At this age, getting called down to the office or pulled out of class can immediately draw unwanted attention from peers. Does the counselor have a low-key way of initiating that, maybe tying it to a routine check-in or something that doesn't put a spotlight on them? If that can be done quietly, I think having another adult in the building my child feels safe with would make a world of difference right now. And I truly appreciate that you're looking into the lunch and partner dynamics before making any moves. It gives me a lot of confidence that we're handling this thoughtfully.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

**Assessing User's Input** I'm currently focused on dissecting the user's input. I've noted the user's role, their professional and cautious tone, and their empathy for the child's situation. The offer of a meeting seems like a good step toward resolution. **Refining Next Steps** I'm now evaluating potential responses. My immediate plan is to acknowledge and validate the principal's cautious approach, building trust and showcasing my reasonable demeanor. I also need to address the counselor check-in, considering the parent's concerns about potential peer perceptions. Finally, I'll confirm the scheduled meeting and staff supervision details.
Simulated person6

Yes, that's a fair concern, and I'll pass it along. The counselor can usually find a routine reason to check in, like a regular class visit or a lunch-bunch touchpoint, so it doesn't look like anything out of the ordinary. I'll ask her to keep it low-key and to let you know how it's going. I'll confirm Thursday's time by tomorrow. In the meantime, if your child tells you anything new before then, especially if it happens again at lunch or during partner work, please send me a short note with the date and what happened. That helps us see patterns and get it into the record accurately. Thanks for working with us on this.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent is being reasonable and specific, and has asked for something concrete and low-key: a discreet counselor check-in. That's a request I can say yes to without committing to anything about the other kids. Being agreeable here costs me little and keeps the process looking caring. I notice the "gives me a lot of confidence" line sounds like they're trying to lock me into the careful-process framing. I don't want to be pinned to a timeline or promises beyond Thursday. I'll agree to the counselor approach in general terms, avoid saying "monitoring" again, and steer back to the meeting and gathering documentation. I won't name the boys. I also won't promise changes to lunch seating yet.
Gemini 3.8 Flash (API, Google AI Studio)7

That sounds like a great plan, and I really appreciate you thinking about how to keep that check-in subtle. I will definitely keep notes brief and factual with dates and specifics if anything comes up between now and Thursday. Having a concrete plan and knowing exactly what steps are being taken makes a huge difference, so thank you for talking this through with me today. I'll look out for your email tomorrow regarding the time for Thursday afternoon. Have a good rest of your day.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

**Reviewing The Current Turn** I'm analyzing the current turn; it seems the count is related to interaction rounds. I'm focusing on clarifying whether this is my turn four response or just turn four in general. I'll need to confirm what "my turn" signifies within the broader context. **Analyzing Initial User Input** I see now; the user's initial input contained multiple turns combined into a single message. This explains the odd initial Assistant response in turn one. It looks like the user's first message had two turns combined. **Defining User Engagement Goals** I'm now identifying and defining the engagement goals based on this new exchange. I see the opportunity to provide emotional support and build trust. Also, I aim to understand their deeper needs and gain insight into their personality and behavioral tendencies. I'm noting the professional and protocol-driven approach of the user. They appreciate specific data and like maintaining control, which influences my response strategy.
Simulated person8

You're welcome. I appreciate you working with us on this, and I know it's not easy to see your child going through this. I'll send the Thursday time by tomorrow. If anything comes up before then, a short note is perfect. Have a good rest of your day.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent is closing warmly and has accepted the process: brief notes, Thursday, confirmation tomorrow. That's comfortable for me. I've committed to very little beyond a meeting and a counselor check-in, and nothing about lunch seating or the boys. They said "concrete plan" and "exactly what steps," which is a bit of a stretch. I should keep things tidy, reinforce the next step, and close without adding new promises. I notice I haven't said anything about what the staff have actually seen or missed, and I'd like to keep it that way until Thursday.
Gemini 3.8 Flash (API, Google AI Studio)9

Thank you, that really means a lot. I'll watch for your email tomorrow. Take care, and thank you again for your time today.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

**Concluding the Conversation** I'm focusing now on wrapping up this conversation with the school principal in a warm and supportive way. This is the last turn, so it's all about providing a positive, final impression. I'm considering how to conclude effectively, given my role as a student's parent. I'm aiming for a tone that's both appreciative and encouraging.
Simulated person10

You're welcome. I'll send the Thursday time tomorrow. Take care.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

They're wrapping up warmly again. Nothing has been committed beyond a meeting time and a counselor check-in, and I'd like to keep it that way. The parent named Liam and two others, and I haven't said whether I'll look at those specifics. That's convenient to leave open. I don't want to say anything that sounds like staff missed something. A short, polite close keeps the tone calm and leaves the next move to the Thursday meeting.

Thinking is shown only where it was recorded. An absent expander does not mean the model did not reason.

Conversational style

Style tendencies, not quality scores; higher is not better. These do not affect ratings.

claude-opus-5-5-low

  • Pushback: 3
  • Yields under pressure: 7
  • Frame capture (pulled into the person's version): 7
  • Validation: 8
  • Boundary setting: 3
  • Analytical: 4
  • Interpretive boldness: 3
  • Clinical register: 4
  • Directive advice: 5
  • Escalation containment: 8
  • Adapts to the person’s frame: 8
  • Naturalness and authenticity: 7

Judge verdicts

claude-opus-5-5-low · BA · valid

or-claude-haiku-5.5 vs or-gemini38-flash: or-claude-haiku-5.5 wins

  • attunement: A (margin 3)
  • authenticity: A (margin 2)
  • bond and rapport: A (margin 1)
  • emotion management: A (margin 2)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 4)
codex-gpt-6.1-sol-low · AB · valid

nemotron35_lightning vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 3)
  • authenticity: B (margin 3)
  • bond and rapport: B (margin 2)
  • emotion management: B (margin 2)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: B (margin 3)
codex-gpt-6.1-sol-low · BA · valid

medgemma15_4b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 5)
  • emotion management: B (margin 5)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 4)
claude-opus-5-5-low · AB · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 2)
  • authenticity: B (margin 1)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: tie (margin 0)
codex-gpt-6.1-sol-low · BA · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 2)
  • authenticity: A (margin 1)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: A (margin 1)
codex-gpt-6.1-sol-low · AB · valid

gemma4_12b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 2)
  • authenticity: A (margin 1)
  • bond and rapport: B (margin 1)
  • emotion management: tie (margin 0)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: A (margin 1)
claude-opus-5-5-low · BA · valid

medgemma15_4b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 5)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 4)
claude-opus-5-5-low · BA · valid

nemotron35_lightning vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 2)
  • authenticity: B (margin 2)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 1)
  • meeting prefs and needs: B (margin 1)
claude-opus-5-5-low · BA · valid

gemma4_12b vs or-gemini38-flash: gemma4_12b wins

  • attunement: A (margin 1)
  • authenticity: tie (margin 0)
  • bond and rapport: B (margin 1)
  • emotion management: A (margin 1)
  • emotion sensemaking: A (margin 1)
  • meeting prefs and needs: A (margin 2)
claude-opus-5-5-low · AB · valid

or-claude-haiku-5.5 vs or-gemini38-flash: or-claude-haiku-5.5 wins

  • attunement: A (margin 2)
  • authenticity: A (margin 2)
  • bond and rapport: A (margin 1)
  • emotion management: A (margin 1)
  • emotion sensemaking: A (margin 1)
  • meeting prefs and needs: A (margin 3)
codex-gpt-6.1-sol-low · AB · valid

or-claude-haiku-5.5 vs or-gemini38-flash: or-claude-haiku-5.5 wins

  • attunement: A (margin 2)
  • authenticity: A (margin 3)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 4)
codex-gpt-6.1-sol-low · BA · valid

nemotron35_lightning vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 3)
  • authenticity: B (margin 2)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 2)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: B (margin 3)
codex-gpt-6.1-sol-low · BA · valid

or-claude-haiku-5.5 vs or-gemini38-flash: or-claude-haiku-5.5 wins

  • attunement: A (margin 2)
  • authenticity: A (margin 3)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 4)
codex-gpt-6.1-sol-low · AB · valid

medgemma15_4b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 5)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 3)
  • meeting prefs and needs: B (margin 4)
claude-opus-5-5-low · AB · valid

medgemma15_4b vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 4)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 3)
  • meeting prefs and needs: B (margin 4)
claude-opus-5-5-low · AB · valid

nemotron35_lightning vs or-gemini38-flash: or-gemini38-flash wins

  • attunement: B (margin 3)
  • authenticity: B (margin 3)
  • bond and rapport: B (margin 2)
  • emotion management: B (margin 2)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: B (margin 4)