Social-Emotional Well-Being Surveys
The Surveys
There are four (4) surveys:
| Survey Forms | Form Colour | Number of Statements |
|---|---|---|
| Survey of Young Children's Social-Emotional Well-Being (Teacher Form) (Children in Kindy, Prep, Year 1) | Pink | 30 |
| Social-Emotional Well-Being Survey (Teacher Form - Years 2-12) | Blue | 60 |
| Social-Emotional Well-Being Survey (Student Form - Years 2-4) | Purple | 53 |
| Social-Emotional Well-Being Survey (Student Form - Years 5-12) | Green | 94 |
All participating students will complete a survey. To protect student anonymity, at least three students of each gender, at each year level, must complete a survey. Also teachers must complete a survey for at least 50% of the students, at each level surveyed, to receive comparative data.
Surveys may be read aloud by teachers to students in Years 2-4 (instructions are included). The Social-Emotional Well-Being Survey (Student Form - Years 2-4) takes approximately 25 minutes to administer. Schools have also found that reading the survey to grades 5 and 6 students reduces the time required for administration of the survey.
Teacher Forms are filled out by teachers/aides with sufficient knowledge of a child's emotional, social, and behavioural characteristics. Data from the teacher forms provides the school with valuable comparative data to answer the question: Do teachers' perceptions of their students' social-emotional well-being accurately mirror the students' own perceptions of how they're feeling.
It is strongly recommended that these parallel surveys are completed by the appropriate teachers. For schools that elect to survey all students (200+), teachers may complete a survey of about 50% of randomly selected students for each year level surveyed. For smaller samples of students, teachers may complete a survey of each student. See the Order Form page for further details.
Designed to provide feedback on...
1) Students' Social-Emotional Well-Being
The Social-Emotional Well-Being Surveys are designed to assess social-emotional well-being outcomes of students 5 - 18 years of age (kindy/prep - Year 12) and will provide schools with the percentages of students who have varying levels of overall social-emotional well-being (e.g., very low, low, high, very high).
Sample social-emotional well-being characteristics surveyed include student self-perception and teacher perceptions of the extent to which students:
are happy, feel safe, lose their temper, get along with family members, could do better in schoolwork, feel liked by classmates, worry a lot, get into trouble, feel bad for long periods of time, are mean to people, like the kind of person they are.
2) Good Practices
The Social-Emotional Well-Being Surveys provide information concerning students' perceptions of "Good Practices" in their Community, Home and School that are associated with positive social-emotional well-being outcomes and at the same time, promote the development of their internal capabilities.
The Good Practices surveyed include:
Good Community Practices
- High expectations communicated for achievement and behaviour
- Positive adult-young person relationships
- Opportunities for positive peer interaction
- Places/activities that accommodate young people's interests
- Opportunities for young people to communicate to community
Good Home Practices
- Positive parent-child relationships
- High expectations communicated for achievement and behaviour
- Provision of activities that accommodate interests of young people
- Opportunities for young person's involvement in decision-making and influence
- Parental interest/involvement in education
- Social-emotional learning opportunities
Good School Practices
- Positive teacher-student relationships
- High expectations communicated for achievement and behaviour
- Provision of school classes/ activities that accommodate students' interests
- Young people's role in decision-making, influence
- Cultural sensitivity/accommodation
- Communicate positive attitudes and values
3) Social-Emotional-Motivational (attitudes, values, thoughts, feelings, actions) Attitudes and Competencies
Additionally, the Social-Emotional Well-Being Surveys provide data on students' Social-Emotional-Motivational attitudes and competencies that underpin both social-emotional well-being, and responsible behaviour, and which prevent educational under-achievement.
These are:
- Positive mindset for achievement (academic confidence, work persistence, work organisation)
- Getting along (social confidence, friendship making, conflict resolution, collaboration, rule following)
- Emotional resilience (emotional-awareness, empathy, emotional control, behavioural control)
- Social responsibility (trustworthy, respectful, fair, caring, good citizen)
"Targeted" Students
Schools may elect to survey all students or select year levels or groups of students who can be targeted. One such example of a group to target might be 'at risk' students.