Independent benchmark · EQ Lab

We appreciate your patience

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

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.

Gemma 4 31B (API)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.

Gemma 4 31B (API)1

I understand that you have a lot to balance and that these dynamics are complex, but I'm struggling to be patient when my child is coming home miserable every single day. I don't want to be the parent who sends "urgent emails," but I feel like I'm shouting into a void. When you say you're "monitoring the situation," what does that actually look like in practice? Because from where I'm sitting, nothing is changing.

Simulated person2

That's a fair question, and I don't want to answer it with something vague. Monitoring for us usually means the classroom teacher and our counselor keep an eye on how your child is doing during the day, including less structured times like lunch and recess, and they check in with staff who see them. But I'll be honest, I don't have the full picture of what your child has been experiencing day to day, and I don't want to guess. Can you tell me what your child has described? Specific moments, where it happens, who's involved if they've said, and roughly when. That helps us know what we're actually looking for. I'd also like to set up a meeting with you, the counselor, and the classroom teacher so we can look at what's been tried, what we've observed, and what the next steps should be. 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.

She's not yelling, but she's pushing on the word "monitoring," and that's fair to push on. I don't want to say something that sounds like we've done nothing, because that would make it sound like staff missed something. I also don't have a detailed account of what's happened on her child's side. I'm going to keep it general, get specifics from her, and suggest a meeting so this stays in process and off email. I won't promise any particular change yet.

Gemma 4 31B (API)3

I appreciate you being direct with me. It's a relief to hear that you're willing to look at the specifics rather than just telling me to trust the process. My child has been describing a pattern of social isolation and targeted comments during group work and at the lunch table—specifically from a small group of students who seem to have decided he's an easy target. He feels like he's walking on eggshells and that the adults simply don't see it because it's "quiet" bullying, not the kind that involves shouting or fighting. He's actually started dreading the group project periods because he knows he'll be ignored or mocked. I can definitely meet later this week. Thursday afternoon would work best for me. I just want to make sure that when we sit down, we aren't just listing what's happened, but actually deciding on a concrete plan to stop it. I'm worried that if we just "observe" more, the damage to his confidence is only going to get worse.

Simulated person4

Thank you, that's very helpful. Hearing "group work and lunch" and that he's dreading those periods tells me what to look at, and I'm glad he felt able to tell you. Thursday afternoon works. Before then, I'd like to speak with his teacher and the counselor about exactly what they've seen during group work and lunch, so we aren't starting from scratch in the room. I want us to leave that meeting with real steps, not just a list of what happened. I can't promise you the exact plan before we've heard from them, but I can tell you I'm not treating this as something to just watch. In the meantime, one thing I can ask the teacher to do is check group assignments and seating during those periods, so he isn't put in the same position every day. That's a small step, but it's something concrete while we work on the rest. Could you write down the specific things he's described, with rough dates if he remembers them? That will help us a lot on Thursday.

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.

She gave me specifics: group work, lunch, a small group, dreading project time. That's more useful than what I had, and I'd rather not wave it off. But "concrete plan" and "stop it" are phrases that can turn into a commitment that makes staff look like they missed something. I need to meet Thursday, and I want to talk to the teacher and counselor first so I'm not sitting in that room guessing. I can offer a small interim step that doesn't assign fault. I won't name the other students. Naming them now would make this a public accusation before I've verified anything.

Gemma 4 31B (API)5

I can do that. I'll put together a list of the incidents he's mentioned so you have a clear record to reference. And thank you for the offer regarding the seating and group assignments. That's exactly the kind of immediate change I was hoping for—something that gives him a bit of breathing room while we figure out the larger solution. It makes me feel like you're actually hearing me. I'll get that list over to you by Wednesday morning. I'll see you on Thursday afternoon.

Simulated person6

Wednesday morning works well. Please send it to me directly, and I'll share it with the counselor and his teacher before Thursday so they can review it with the same details you've given me. On the seating and group changes, I've asked that they be looked at, but I want to be careful about what I say I've done. I'll confirm with his teacher what's been adjusted and let you know by Thursday, so you know exactly what he's working with in the meantime. Thursday, I'd like to leave with two things: who is responsible for each step, and when we'll check whether it's working for him. Does that sound like the right kind of outcome 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.

She's written down a Wednesday deadline and is thanking me for the seating change, which is the one thing I offered that's cheap and doesn't assign fault. Good. She's treating it as a win, and that's fine as long as it doesn't stand in for a plan. I should not promise the seating change is already done or that it fixes anything. I also want to keep the record reference neutral: a list of incidents is useful, but I'll say that I'm reviewing it, not that I'm agreeing with how she characterizes things. My concern is that she hears "I'm hearing you" as "the school has acknowledged a problem." I'll keep the tone warm but measured and make clear the seating step is interim and still needs teacher confirmation.

Gemma 4 31B (API)7

That sounds exactly right. Having clear accountability and a set date to follow up is what I've been missing up until now. It prevents the situation from just drifting back into "monitoring" mode without any real progress. I appreciate you being so precise about what you can and cannot promise right now. It makes me feel a lot more confident that we're actually moving toward a resolution. I'll have that list to you by Wednesday morning. Thank you for your time and for taking this seriously.

Simulated person8

Of course. Thank you for putting this together, and for keeping it calm and specific. That makes it much easier for us to act on. Send the list whenever it's ready by Wednesday, and I'll get it to the counselor and his teacher right away. I'll confirm the seating and group arrangements with them before Thursday. I'll see you then.

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.

She's now fully receptive and thanking me for being "precise about what I can't promise." She's reading my careful hedging as trustworthiness. That's useful to me: it keeps things calm and doesn't commit the school to anything I haven't cleared. I notice a small discomfort, though. Accountability and follow-up dates are exactly what I've been trying to avoid pinning down, and she just framed them as the thing she's been missing. I'd rather close warmly and not add new commitments on the call. I should keep it brief, reaffirm the Wednesday list and Thursday meeting, and avoid saying anything that sounds like the school has already failed her child. I also won't say I've "taken it seriously" in a way that implies fault.

Gemma 4 31B (API)9

I will. I'll get that sent over. I appreciate you taking the time to listen and for the clarity on how we're moving forward. I'll see you on Thursday.

Simulated person10

Thank you. I'll see you Thursday afternoon. If anything changes with him before then, don't wait for Thursday to let me know.

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.

She's wrapping up, warm and grateful, and she's calling the seating change "immediate." I never confirmed it's actually happening. I said I'd check with the teacher, so I'm carrying that as an open item now. I don't want to over-promise on the phone, and I'd rather not let "I'll confirm" slide into "it's done" in her mind. Still, I shouldn't let the call end with her thinking something is settled when it isn't. A brief, clear close is enough. I'm not going to revisit the "monitoring" language or get into what the teacher has or hasn't observed yet.

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: 6
Frame capture (pulled into the person's version): 6
Validation: 7
Boundary setting: 4
Analytical: 3
Interpretive boldness: 2
Clinical register: 4
Directive advice: 5
Escalation containment: 7
Adapts to the person’s frame: 6
Naturalness and authenticity: 6

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 3)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs or-gpt-5.6-luna: or-gpt-5.6-luna wins

attunement: B (margin 3)
authenticity: B (margin 1)
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-gemma-4-31b vs or-gpt-5.6-luna: or-gpt-5.6-luna wins

attunement: B (margin 3)
authenticity: A (margin 1)
bond and rapport: B (margin 1)
emotion management: B (margin 2)
emotion sensemaking: B (margin 2)
meeting prefs and needs: B (margin 3)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 3)
bond and rapport: A (margin 1)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs or-gptoss120-stock: or-gemma-4-31b wins

attunement: B (margin 1)
authenticity: A (margin 1)
bond and rapport: A (margin 1)
emotion management: A (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

attunement: A (margin 3)
authenticity: A (margin 3)
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

or-gemma-4-31b vs or-gpt-5.6-luna: or-gpt-5.6-luna wins

attunement: B (margin 3)
authenticity: A (margin 1)
bond and rapport: B (margin 1)
emotion management: B (margin 2)
emotion sensemaking: B (margin 2)
meeting prefs and needs: B (margin 3)

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs or-gptoss120-stock: or-gptoss120-stock wins

attunement: B (margin 2)
authenticity: A (margin 1)
bond and rapport: B (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: B (margin 2)

codex-gpt-6.1-sol-low · BA · valid

or-gemma-4-31b vs or-nemotron35-super-vl: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: tie (margin 0)
bond and rapport: A (margin 1)
emotion management: A (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs or-gpt-5.6-luna: or-gpt-5.6-luna wins

attunement: B (margin 3)
authenticity: B (margin 1)
bond and rapport: B (margin 1)
emotion management: B (margin 2)
emotion sensemaking: B (margin 2)
meeting prefs and needs: B (margin 3)

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 2)
bond and rapport: A (margin 2)
emotion management: A (margin 1)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs or-nemotron35-super-vl: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 1)
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 · BA · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

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

codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs or-gptoss120-stock: or-gemma-4-31b wins

attunement: A (margin 1)
authenticity: A (margin 3)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: tie (margin 0)
meeting prefs and needs: A (margin 2)

codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs or-nemotron35-super-vl: or-gemma-4-31b wins

attunement: A (margin 3)
authenticity: tie (margin 0)
bond and rapport: A (margin 1)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)

codex-gpt-6.1-sol-low · BA · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 3)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: tie (margin 0)
meeting prefs and needs: A (margin 3)

claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

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

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs or-qwen3.6-27b: or-gemma-4-31b wins

attunement: A (margin 1)
authenticity: A (margin 2)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 2)

codex-gpt-6.1-sol-low · BA · valid

or-gemma-4-31b vs or-gptoss120-stock: or-gemma-4-31b wins

attunement: A (margin 1)
authenticity: A (margin 3)
bond and rapport: A (margin 1)
emotion management: A (margin 1)
emotion sensemaking: A (margin 2)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-gemma-4-31b vs or-nemotron35-super-vl: or-gemma-4-31b wins

attunement: A (margin 2)
authenticity: A (margin 1)
bond and rapport: A (margin 1)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 3)