# data[].attributes.body
The data confirms what I have observed with my advisory. There are two students I have been keeping an eye on because they didn't seem happy. The data shows that they are very low in happiness, motivation and in relationships. From my conversations with them I know that they both joined AAS at the start of G11 and with extended distance learning that year, have found it difficult to feel that they belong at AAS. One of them commented last week that they don't know the names or faces of most of the staff that they directly interact with. I was happy to see that most of them have a good level of motivation - any students with low motivation in September had improved by November. I wasn't surprised by the stress levels given the demands of term 1 in G12, but many of their stress levels dropped from September to November so the interventions seem to be working.

# data[].attributes.body
I was surprised to see that two students, who are very conscientious, both had very low motivation - but this improved.

# data[].attributes.body
I think that the efficacy of the data is entirely dependent on the mindset students have when completing it. If they don't engage with it seriously, then the data won't be valid or impactful. If the data is valid then it provides good guidance for your tracking and conversations with students.

# data[].attributes.body
1:1 conversations or circle time in Advisory.

# data[].attributes.body
Feedback into how we design the student experience at AAS.

# data[].attributes.body
Maybe students can review the data (anonymously) so they can see how their responses compare with the rest of their advisory or grade level.

Are students aware of how the data is used? What value do they place on accurate completion of the survey? How do they perceive the extent to which teachers value/ follow up on the survey and its results?

# data[].attributes.body
Two students in particular scored themselves as low for happiness. This was surprising because it does not fit my perception of them in Advisory.

# data[].attributes.body
My new students were a concern - it must have been difficult for them to orientate themselves being online such a lot - their happiness and social interaction at the start was quite low, but has improved. I noticed the sleep had gone down from the first to the second survey.

# data[].attributes.body
No real surprises, but I feel that it would have been helpful as advisers to have this at the beginning.

# data[].attributes.body
More time in advisory to actually talk and make connections with the students rather than have so many assemblies. I feel we could shorten the advisory time each day to 20 minutes, use this time to deal with the pastoral issues and then we'd have one extra period each week to get the students together to do the assembly stuff.

# data[].attributes.body
I've already had a couple of really fruitful one to one chats in Advisory online this week. Being online is a good time to do this as we can have more privacy.

# data[].attributes.body
Students can maybe be given the summary data and then there can be some student led action on the main issues.