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I might asked the student why do you think you are not satisfied with your friends and do you think your current friends are supporting. And also, I will let them to think critically that what is the advantages and disadvantages effect of your friend and how are they supporting you.

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I think it is important because the school leaders are able to notice in what sections are lacking and satisfying in student's self development. Discussing about the chart by individuals or ages might help to track the weakness and try to build more stronger relationships or mentalities.

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The PYD questionnaire would be valuable to school leaders to be able to get a sense of a student’s personality, have understanding of their behaviors and emotions. It’s a good way to be aware of possible behaviors that might be harmful to others or themselves.

Sarah Moua

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I think that it would help get a better understand of students and also get a different perspective of their lives that we wouldn’t see in a school environment - Amy Ghimire

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It may be important for school leaders because they could isolate certain areas that students need to work on and specifically direct them to the proper resources. I don't see this as a particularly great method, though, because students are not the most truthful on questionnaires like these. It may be useful if we knew the student was being truthful, but we don't, so this could lead to the allocation of resources in the wrong places.

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The questionnaire lets school leaders have an idea of their student's concept of empathy, guiding how they interact with others. It asks specific questions and scenarios so that teachers know how a student would respond.

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The PYD student questionnaire might be valuable to school leaders because from the answers, they will get a sense of where the students are right now in terms of their belief, how they interact with other people, relationships with their families etc. So that the school leaders can better help the students both emotionally and academically.

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I would ask students if they wanted to talk about their responses and try to find out more about their friendships. I would suggest to them that they become involved in clubs, sports, or other creative outlets where they can meet students who share common interests and values. I would also refer them to counseling resources if they felt they wanted to seek further help.

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It could be valuable to student leaders as it allows them to reflect on what their personal values are, and it would also allow them to identify any goals they want to accomplish as a leader. The PYD covers a variety of areas that ask about the student's beliefs, and completing it can help to clearly define any strengths or shortcomings they may have.

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I would ask them what exactly are the reasons why they feel this attitude towards people they consider their friends. I then would encourage them to try and think of things they can do on their end to try and change things so their attitude can be better. Or if I feel like the people who they consider their friends aren't really good friends to have, I'd ask them to maybe reconsider their friendships.

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I would ask why the student feels that way and try to find a solution for them to make up with their friends. I would also suggest ways to meet more friends if they feel like they cannot make up with their current ones.

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I might do my best to help the student find new friends or understand why he is feeling these emotions about his "friends." I would sit down and have a talk with him about who he surrounds himself with.

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It might be valuable to school leaders because it can help gauge how a student feels in comparison to others. It might help them see other underlying issues that aren't so visible. It can also just show leaders how well students are doing socially and emotionally.

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I would meet with the student one-on-one to provide a space for them where they can feel free to elaborate further on their responses if they feel comfortable. I would also try to find out what they are interested in and recommend them to any clubs or organizations that they may enjoy, so that they feel supported.

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If a child scored low in friendships, I would ask them if they would like talk about their past experiences with their peers, and the reasons why they feel that way about friends.

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I think the PYD questionnaire might be helpful because it attempts to provide a link b/w academic and social lives. Although it seems to be disproportionately measuring the different aspects, it appears to try and capture many different aspects of a child's life. It allows children to reflect and think about these questions for themselves, and providing a scale for them to pick from makes it less daunting so maybe more accurate data is collected for the schools to evaluate.

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The PYD would be valuable to get a better understanding of how many points the student scores in each category. It would give valuable insight to know whether or not a student feels supported at home, and to gauge their relationship with adults, teachers, and other community members.

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The PYD student questionnaire can be valuable to school and nonprofit leaders by giving them more information on their students personal and academic lives and dynamics. The questionnaire uses a ranking system of 1-4 to get an understanding of where a student falls on a certain topic, which can be useful for school and nonprofit leaders to be mindful of their beliefs, values, and opinions. Espically within the more personal sections, we can see if a student is struggling in or outside of school.

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I think if a student scores low in friendship, I would approach them about why they feel disconnected from their friendships. If they don’t have many friendships, I would seek out other students that feel unsupported and try to group them together. If the student has friendships they feel are low quality, I would ask them for examples of they feel unsupported or how they would like their friendships to be.

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1. The PYD student questionnaire may be valuable to school and nonprofit leader since it can gather the demographics of the students being questioned and gives a glimpse into their thoughts without having to go to interview them. It gives a general idea of how kids are doing within the area that they are surveying and the relationships student have with those around them and how they feel personally.

2. If a child scored low on friendship, I would likely reach out to them and want to know more about how they are doing. If possible, I would like to introduce them to other things that might allow them to meet new people and find support through their peers again.

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This one is important because the relationship and sense of belonging is majorly tied to a students performance. It is closely linked to their confidence, their ability to speak up, and feel heard. If the student does not have friends it would be a good measure to understand whether or not there is bullying or other behaviors that may be concerning to notice sooner rather than later.

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If a child were to score low in friendship, I think I would start by asking them if they think it is important to have friends. Sometimes, if a child is used to fending for themselves or being alone, they prefer that to socialization. This may cause other students to be apprehensive to becoming friends with them, because they may not give them as much social energy in return. I would also make sure to point out to the student that friends are helpful and they can even be easy to make if we are able to politely engage with classmates, making school itself easier sometimes.

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Ifra Shaikh

If a child scored low in friendship, I would build trust by spending time with them and showing care. I would teach simple friendship skills like greeting others, taking turns, giving compliments, and asking to join play through small activities. I would pair them with kind classmates to help them practice and encourage positive interactions. I would also communicate with teachers and parents to support the child in forming stronger friendships.

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If a child scored low in friendship, I would probably take more initiative with the student through starting conversations, complimenting them or giving positive feedback on their work. By just being kind and including, they can possibly become more confident in their social ability.

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The PYD questionnaire is valuable for multiple reasons including: assessing values, academic achievement, empathy/character, mental health, emotional stability, and access to support systems to name a few. Staff being able to keep track of areas to be mindful of and possible areas to work on with is very valuable. Knowing when students are in bad mental health areas so that staff can take preventative measures. Also wondering why certain students are underachieving in their academic work, maybe they are not being "pushed" therefore not engaged by the curriculum or maybe it is too fast paced for them and need adjustments. Through getting this sort of intel staff can make the right accommodations and find the right resources and connections for students.

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The PYD Student Questionnaire might be valuable to school leaders so that they are aware of what the general level of student relationships, self-view, and empathy are and allow them to gain a small amount of insight into the general student body. The survey can also provide insight into how the school can help combat parts of the student's lives that score lower on the survey, and may be able to come up with a solution that is effective, as well as allow students to understand more about themselves as a person and as learners in the school.

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I believe the PYD student questionnaire is a valuable resource for leaders in schools because it allow them to understand each individual child's needs and strengths/weaknesses. Figuring this out can help shape new curriculums to reinforce children strengths or help them with with their weaknesses.

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The PYD survey may be valuable to schools leaders because the school can get a sense of how the students may feel about a certain topic/situation. This can lead for the school to maybe handle a certain area better and put more attention to where those kids need assistance.

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I would probably ask the student why they scored it the way they did. I would hear them out and not ask questions so that they feel heard. After I hear all the details I would take time for myself to figure out why these things are happening and try to offer solutions to help support the student.

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The PYD student questionnaire is valuable to school leaders because it allows them to identify areas where students seem to struggle and reflect on what needs to be reevaluated to continue creating a safe environment that promotes learning and inclusion for all students.

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The PYD Student Questionnaire might be valuable to student leaders because it generally just shows that the school cares and offers an opportunity to see what areas need work and general context.

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The PYD survey helps inform school leaders and staff about students' beliefs and other important factors (personal, behavioral, environmental) that could impact their learning. For example, it is helpful to know about students' empathy levels, their sense of belonging, and how they would evaluate themselves based on academic, social, and emotional baselines. Knowing all this can create more positive school climates and more support can be given to students in certain areas.

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The PDY questionnaire might be valuable to school and non profit leaders because it measures students based on values and lets one get an idea of their character. Knowing how a student thinks and what they value can give insight on what they should be learning through SEL or counseling. It is not normal for students to go through their lives without feeling empathy or compassion for others, so when school leaders notice problems like this on the questionnaire they can take action. This is assuming the answers are all honest.

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The PYD questionnaire may be valuable to schools as it may help gauge where the students stand in different topic of wellbeing. It can help schools determine how they as a setting are affecting students or if any intervention they have tried has worked favorably.

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The PYD student questionnaire gives us insight into how students are feeling outside of the classroom. It lets school leaders know how students are doing in terms of mental health and relationships with others. Knowing how students feel about themselves and others outside of school can be essential to provide more support to students who are facing challenges, both academic and personal.

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As a mentor, if a child scored low in friendship, I would have more activities involving what a "good" friend and "bad friend may be because some kids may see certain actions as bad when a friend may just be trying to help. I will also have them join or try out other friend groups if they still feel a certain way about those friends not being "good" friends. I would also do one on one with them after helping them out to see how they feel.

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I think I would ask them what the reasons are they scored so low on those questions, and try to understand and help them understand why having friends who make you feel that way means that it might be time to look for people who uplift you instead. Sometimes I think kids might not understand what friends really are and how they’re supposed to also bring something to your life and not just you bringing something to their lives.

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I think the PYD student questionnaire is valuable to schools because it can give an idea to teachers about where their students are, mentally / morally. If a group students scored lower in section then that can incentivize the teacher to work on that first together as a class. And continue teaching one-on-one with other students if they have different sections they scored lower on.

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As a mentor I would talk to the student and figure out where they are coming from in their responses, and to ask why they answered the way they did. I think I would also observe the student and how other people interact with them, in order to see if the problem is severe or actually happening, as some people might have a skewed perception on themselves. If the problem is prevelant, I would suggest they try to join school clubs or organizations or maybe find a new group of friends that would support them, or to also do activities outside of school, so that they can branch out and find others that share the same interests as them.

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First I would like to see the child's social interactions with other students and who they're choosing to socialize with. From there I would try to play match maker to help ease the student to making friends, maybe I would include this into an activity and purposely pair them up with a certain student they may have similar qualities too. Then if that doesn't work I will start looking into the child relationships outside the classroom/school like parents, siblings, cousins etc... to try and understand the child relationships (secure/insecure attachments).

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If a child scored low in friendships, I would check in with them to see what struggles they are having that are preventing them from making social connections. I would take notice if they have any behavioral, social, or environmental factors that are causing the struggle. I would also open-endedly inquire if anything has happened previously that is causing this. Overall, I would ask them about their interests and encourage them to connect with someone they know who has similar interests!

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I would ask the students questions and try to understand why they feel that way. Some friendship dynamics feel less formal and one might assume that your friends won’t be there for you, when in reality they would be if you asked them. People behave different in the situations they’re in so the student might be assuming the worst case scenario when it might not be something to worry about. Then again, if the student feels the way they do based on interaction and observation even after continued efforts to feel an authentic friendship, I would have to offer help through therapy and suggest making new friends.

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After looking closely at numbers 47-45, if a child scored low on this section of the questionnaire, as a mentor, one action I would take to promote these ideals would be to first get an understanding of why and what is making the child feel this way. Depending on their response, that is when I would plan to take action by encouraging them to go out and find friends who have similar interests to them, so that they feel included, seen, and heard.

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I would first want to determine if they are experiencing bullying. A way to find out could be by asking the student directly or keeping an eye on how they interact with others. I would ask the student if they would like to talk about their responses and I would listen to what they had to say and decide further actions after that.

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if a student scored low in the friendship section I would firstly meet with the student talk to them get to know their personality. I would find topics the student is curious about and maybe set a goal for them to make a friend with the same curiosity. I would then follow up and ask how they are doing if the friendship worked out or how are they feeling.

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First, I would start with open questions from the OARS model, allowing them to essentially tell me the story. Then based on this I could follow up and maybe why they feel this way, based on their responses I could provide mentorship in suggesting the joining of clubs or orgs that fit their hobbies as a way to meet more likeminded people. I would also ask about their previous friendships to see if there are certain patterns or things that stand out from those relationships.

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I think that I'd try to talk to the child first and see what's wrong or why they feel that way. Perhaps I'd try to be a friend or introduce other people to them instead.

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I think that the PYD Student Questionnaire is valuable because it can give background and help school leaders to know and understand a student more than just their academics or how students behave during class. I think it could also help school leaders create a strategy to see how to guide the student based on their questionnaire.

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As a mentor, I would first try asking open ended questions to see if the students wants to talk about what they're going through and if I can get a better idea of the situation. I would try to advise them depending on the situation and suggest that they communicate their feelings to their friends or branch out and try to meet new people.

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I think because this is just a questionnaire, it would be important to ask for context. Asking the student why they might be feeling that way towards their friendship to see if they need more support when it comes to making friends.

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Actions I would take as a mentor, I would ask how their friendships are going. Just so that this question gives them a change to talk about if they feel they don’t have friends or are having trouble with friends without directly asking “why don’t you have friends?” Or “why are you having issues with your friends?” I would also try to help the student find their interests and likes to hopefully introduce them to clubs or extracurricular activities that they could do to join and make friends or make better friends and connections with other students.

Sarah Moua

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It gives insight into how students see their own strengths, relationships, and sense of belonging at school. -Kasi kitani

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The PYD student questionnaire is a valuable tool to look into a student's life. These questions can give insight on a child's home life. It can also give some background context on the relationships they have in their life and how they are affected by them. It can expose some of the unspoken things in their life.

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I would ask them what they look for in a friend. Afterward I would give them a brief definition of what I think a friend is. I would focus on the trust they have for their friends. Trust is a big part of any relationship. This is where I would like to dive in.

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I think the PYD Student Questionnaire might be valuable to school leaders because it can help them see how well students are doing not just academically, but also their Social and Emotional Learning. Schools, especially the education system set up today don’t just value a student’s scores, but also how they might be as a person and how might they impact the society in the future. It is also the fact that students that are doing well in SEL usually also do better in academic performances, which draws this connection between the two, having us valuing things as these results.

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As a mentor, I think what I would first do is to get to know the student and really how they are doing. There might be students who might be new to the school, and that could be a reason why they score low in friendship. Then I would try to be friends with them, really get to know them, and I would try to slowly bring in some other students to hang out together, and ideally they would still hang out even when I’m not there.

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I would first work on creating a safe, trusting relationship with them so they feel supported and understood. Then, I would help them build social skills through small group activities where cooperation and communication are practiced in a fun way! Also possibly help the child identify shared interests with classmates to form connections more naturally. -kasi kitani

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The PYD survey can be valuable in helping school staff and educators understand how comfortable, safe, and satisfied students feel at their school site. Their answers provide insight into areas that are often hard to gauge, such as friendships, self-esteem, academic confidence, athletic skills, and more. Since these factors influence a student's success inside and outside the classroom, it’s important to know how each student is doing in these areas and what areas their assets thrive in and where they come short.

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If a student received a low score on the PYD survey, I would ask questions such as, “What makes you feel unsatisfied with your current friendships?” or “How do your current friends best support you at the moment?” By encouraging them to reflect on their relationships, they can help me understand the root issues, whether it's personal or being caused by the opposing party. However tough this would just be one perspective, it would give me basic guidelines whion how to engage with the student.

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I think the PYD may show some insight on how well a student is doing socially and emotionally in the school, so counselors, teachers and parents can see or provide more assistance for the individual if they need it. In addition, I think it can be a starting point for non profits to use as evidence of the growth in the individual to sponsors for funding.

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If a child scored low in numbers 47-50, as a mentor, I would try to work with them individually and figure out and implement both the ABC’s of CBT and implement some positive self talk sessions, ways to find/ figure out better decision making skills, and find some extracurricular activities that the child may be interested in and see if they are able to make some friends through common interests.

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I think the PYD would be valuable to school leaders since it clues administrators and school leaders in on students socioemotional feelings and expressions, as well as their sense of belonging and friendship. To me it seems a bit confusing because there are many different variables being looked at but it does give a representation on different issues and feelings students have and may not typically express. From this, school leaders can try and adopt inclusive school environments that foster friendship and a community where students feel like they have trusted adults.

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If a child scored low in terms of friendships and being able to connect with other students, I would first of all make sure students realize that they have adults and mentors who care for them and are there as trusted adults if they need support. Additionally, encouraging them to connect with students in classes- intentionally creating groups where students can build connections with one another, encouraging students to interact at recess or play time, or encouraging older students to get involved in teams, clubs, or organizations where they can find friends in high schools. As a mentor we can help students both socially and academically.