# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.subject
(1) What can we gather from the QSE findings?(strengths, area of concerns or contradictory findings) 

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.headline
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.subject
2) What are our current practices/structures/processes that we should continue doing?

# data[].attributes.body
Strength:
- 85/86% of respondents are able to cope with stress from academics & school activities.

- 96% of respondents are able to cope with caregivers’ r/s stress.

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(1) Results could be skewed because of Covid and SMM
(2) OBS for the Sec 3 this year ( 2 Days), Elective Module, LJs (e.g. Marina Barrage), Learning Fiesta. STAR programme
(3) Resumption of Overseas Trip for the Sec 3 (Sabah, Japan, France) - depend on the situation

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(3) We have started peer support leaders last year for the Sec 2 and currently we have PSLs for the Sec 2 and Sec 3. We also have head and vice head PSL which mean more programmes for the PSL

# data[].attributes.body
(2) Class award last year (tokens), leaders wall. Speech Day, Appointment ceremony for leaders.
(3) Level League starting this year. Appointment ceremony for Peer Support Leaders. Suggest to have a structure whereby FTs and STs send 1 praise note per student per year to parent/guardian.

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(1)

Whether the QSE is based on all schools, all boys schools or all girls school.

Lack of f2f interactions to communicate our rules over the past few years. They may not be clear about the offences and consequences.

Reduced numbers for detention.

(2)

Latecoming process and suitable consequences or student.

Tiered system for referral.

We are tight and strict with our discipline in school, and we expect high level of discipline else consequences are meted out to them for them.

(3)

Another DM in the school.

f2f times to inform students on our discipline approach and systems, and also the consequences for offences.

Getting our student leaders (prefects and PSLs) to be involved in discipline.

We have been doing a lot of (B) Address and Correct. We may have to focus more on the (A) Promote and Prevent and (C) Replace and Restore, using data to informed the team in improving the practices, structures and processes.

Collaboration with GDT, SLD, Prefects and IP department and also external agencies (SPF, MSF) for more upstream measures and more targeted interventions.

FGD with students and teachers to find out their perception of the school's discipline.

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(1) We don't think they are using their time wisely.  PLD may be a distraction for students unless we can teach/they know some routines.
(2) Homework are written on the subject space next to the whiteboard. Students can voice out if there are too much homework/test/assignments coming up.
(3)
(a) Earlier dismissal time this year may help them to have more time to complete their homework.
(b) Partnership with parents on how to set routines for students

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(1) We may not have as many FTs, or permanent teachers in the future and that may impact the TSR in the classroom. This applies to subject teachers and also to the CCAs.
(2) CARE teachers for the NA/NT students. FT for NT tend to follow up. Class awards.
(3)

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1. Academic Self-Efficacy & Growth mindset

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1. Academic Self-Efficacy & Growth mindset

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Strength:
- @75th percentile
- Assign suitable FTs who will be able to inspire HOPE in these students.

Areas of concern/Contradictory findings:

2 classes particularly low in acad self-efficacy (3E5 2021) and (3N3 2021). These are NOT tail end classes. The students in these 2 classes WANT to do well, have been repeatedly reinforced by FTs and subject teachers to work hard. The messaging might have led them to believe they are weaker and the repeated poorer performances reinforced their own perception.

On the other hand, if you compare 3E4 2021 with 3E5 2021, the former did worse in academic performance on the whole, yet their self-efficacy is strong and positive. It could mean they have a stronger self-believe or they are more unrealistic with their learning strategies.

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What we have been doing or started to do in 2021/2022:
1. Every level, CCE lessons on academic target setting, self-motivation.
2. ECG lessons using Myskillsfuture portal to learn personal preferences, strengths and weaknesses; discover possible career and post-secondary learning options.
3. Graduating cohort Workshop on motivation, understanding self and preparing for post-secondary path, EAE, DSA, final examinations.
4. SEN academic support for students with SEN, identifying intervention strategies for students.
5. ASP to support those who need more help.
6. PD efforts: TTT – BCE, TML, Accommodating SEN (High Tide Floats All)

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What are current practices we should continue or do better:
1. In line with Positive Classroom Culture, subject teachers intentionally adopt positive growth mindset messaging in daily interactions (e.g. you may not have done well this time, find out what went wrong, we can improve, one step at a time.)
2. Sharing motivation and thinking strategies to overcome setbacks - the emphasis is on dealing with failures. It is alright to fail, how do we pick ourselves up?

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What can we do differently?
1. Build mental resilience (grit/toughness) to handle longer tasks, long-term progress, or projects. How to break down larger tasks into baby steps? (In our individual subjects, CCE VIA projects, etc, intentionally scaffold planning and monitoring strategies to guide the cognitive development in these areas. Repeat in different projects to strengthen their learning and self-belief.)
2. Integrate the QSE like questions e.g. I feel I am able to learn the skills...; or our own questions e.g. I have a concrete plan to improve my studies this term; I have a way of monitoring my own progress ..... into termly check-in survey. Hence rather than having the survey as a dip stick of emotional well being alone, monitor the cognitive well-being too.
3. Developing Gabrielites' self-directedness/independent learning ability by enhancing ASP/HBL. This is done by getting them to learn how to - self-evaluate their work (given some solution); start with basic foundation exercises (the need to drill and practice basic skills e.g. simple factorisation, or foundation grammar).
4. In the termly reflection, we could intentionally get students to reflect on their growth - what have they matured or become better in? (e.g. improved on solving quadratic equations; understood better a science concept; improved on promptness of submission for a subject; adopted a better learning/time-management strategy...)
5. Monitor & review these classes even more closely e.g. during monthly CMT meetings so as to render support in a timely manner.

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Strength:
- 98% / 95% of respondents are able to cope with teachers & peers r/s stress.

- 95% of respondents are able to cope with BGR stress.

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Strength:
- 88% are able to cope with stress from physical appearance.

- 95% / 98% of respondents are able to cope with stress from family problems and life changes.

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Concerns:
- 67% / 72% of respondents are stressed by expectations from significant others & self.

- 72% of respondents are stressed by future challenges. (But see comment in blue in the image - may not be a bad thing.)

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3E5 2021 data corresponds with poor self-efficacy as they feel the impact from the expectations from others and worry for their future.

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Please do note that 3E5 is a very small class (17 students). 1 student is 5.9% of the class.

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What we have been doing currently:
- Tiered referral system & CMT processes.
- Grow PSL structure.
- Make school a welcoming, fun & safe place to be in through structured / unstructured programmes.

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What can we do differently?
1. Further refine existing processes e.g. check in surveys, cohort meetings etc to be even better at identifying & supporting students who are stressed and can’t cope.
2. Increase family engagement / support efforts e.g. parent-child bonding activities especially for families who need them, Triple-P referrals, JIT info, (more) praise calls.
3. Specific PD to help teachers be even more aware of how to journey with students and help them manage their expectations e.g. thru growth mindset & positive language.

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- 81% of students felt that they belonged to school
- 84% of students have a good relationship with their parents or guardians

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Strength
- in total 79.7% of students have indicated a positive relationship with school and family.

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QSE findings_Social Well-being_by stream and class

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2 classes have low scores for relationship with family and this corresponds with the findings for acad self-efficacy as well as phycological well-being. Low score for relationship with family would affect morale and support hence, they will feel the impact from the expectations from others and worry for their future.

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1.    Termly check in and check out survey where red flags are highlighted to YH

2.    CCE lessons focussed on anti-bullying messages

3.    FT conversations with students and to observe changes in students (behaviour/attitude, physical marks)

4.    FAS support (govt and internal for those who fall between the cracks)

5.    SWO monitors attendance and does house visits for those with poor attendance/school refusal

6.    SEN support to prevent academic issues and bullying cases

7.    Tiered referral system & CMT processes

8.    Buddy (informal) structure.

9.    Structured / unstructured programmes for students

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1.    Have a formal buddy system in every class to surface issues which teachers cannot see

2.    Provide for class interactions through class activities/outdoor play/physical activities/camps

3.    Provide opportunities for students to empathize with others through role-play

4.    HBL to be a platform for family bonding and self-management e.g. taking a photo with family for check in by a certain time etc

5.    Check in survey to include questions which will encourage students to give input on how the school can be more welcoming to them

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Area of concern
- 33% of students have less than 6hrs sleep
- this could be a result of gaming/use of gadgets which affect their sleep routine
- 3T1 has less sleep during weekends. Could it be because they are out with family (as indicated by the strong family relationship in social wellbeing)
- however, this corresponds with a study which showed that Singapore Sec 2&3 students sleep on average 6.5hrs.
https://www.duke-nus.edu.sg/allnews/in-the-news/why-students-should-start-school-later-(straits-times-premium)#:~:text=Between%20Secondary%202%20and%203,is%20due%20to%20several%20reasons

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Area of concern
- survey results may not be indicative of reality
- on the ground, many students throw away their veggies or do not order veggies and do not eat fruit during recess

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Strength
- 90% of students exercise at least 1 day a week
- PE/CCA program is successful in school

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- twice a week PE curriculum time
- once (at least) a week CCA programme
- unstructured play in basketball court/futsal court/parade square
- availability of
a. fitness bars
b. gym
c. table-tennis tables

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(2) We do have ALP for Sec 1 to 3. We do EM and AEM for the Sec 3. Humanities have their learning journeys. Math and Science have their enrichment during STAR programme and EL have the WOW week. MT have their MT fortnight.

(3) The AEM should be for selected interest group. EM are for the masses as we can control (held in school).