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Margarita, Greece                               Well-Being Data 

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Margarita, Greece                               Well-Being Data 

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The first data to collect from the students is about:

1. The social diagram of the class.

2. The students' interests.

3. The social-economical students' state.

The first thing to ask would be:

Draw yourself and an expression on this blank face.

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Finding out more things about my team makes me find a strategy in order to make them feel good ar school.

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First question to students:

How do you feel?

Let them realize their feelings first

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I would ask students what strategies I should do to make them feel better.

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I think direct questioning will offer reliable data. It make take any form from  anonymous or focused survey to focus group discussion. Further more, some data are already collected in school and they can be of much help.

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Interacting with students is so needed to observe if they feel comfortable at the lessons. And interacting with their parents is quite useful as well, espesially when you teach teenagers.

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I always try to catch the mood of my children in every hour we have lesson together.

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What do our students need?

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Recognizing emotions, how they feel, what they can do to improve classroom climate.

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Recognizing emotions, how they feel, what they can do to improve classroom climate.

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Write 3 things that

make you happy/ sad

nervous / calm

tired /relaxed....

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I always try to pay attenition to the classroom climate as I believe that it can influence the students' learning and concentration. I think the most efficient way to gather information is to ask questions. And not only asking the students but also other teachers who teach in my class or the school councellors and the students' parents - sometimes we forget that the home environment can affect the students' school performance greatly.

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I would hand out a questonnaire with questions relevant to the students' needs of well being.

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Depending on the day and the hour, I am trying to detect the classroom climate.

Sometimes i have implement the following:

a) a simple breathing exercise 4-4 (inhale like smelling, exhaling like blowing a candle - count for 4 each)

b) Movement breaks for detox: I have tried some videos to make their brain get off of scientific knowledge

c) Mindfulness techique: Guiding imagination

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The main source is the student. So either through surveys or face-to-face interaction, I ask them :

What is your "flow state" action which makes you completely focused while doing it?

This is the question I like to learn about my students because the flow state action shows what makes them happy in every day life.

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I would ask them what I have to do to make it better for them. How can I make classes more interesting?

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I want to know how my students feel every day so either I ask or I notice their behavior during classes or extracurricular activities. The first thing I want to ask my well-being team is to come up with a survey to check students mood and feelings.

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Data that can be collected immediately and is relevant to well-being:

Number of teaching hours for students and teachers: assessment of workload

Absence data: apparently unjustifiably high absences are caused by learning, social or family problems.

Results of students

Social situation in the family, unemployment

These are the basic data from which we can start if we conduct a situation assessment.

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the same

Observation, communication and feedback. I think that observation is very important in order to see everything that is needed for further action, communication with students, other teachers and parents as well as feedback from students.

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Team should collect and analyze data of

children`s well-being - development checklists, teachers observation of behavior, interactions with peers (sociogram), participation in activities; parents observation on children`s satisfaction (through questionnaire, PT meeting)

teacher`s well-being - anonymous questionnaire, focus groups, feedback

parent`s well-being - anonymous questionnaire, focus groups, feedback

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I teach English and Dutch to 16-18 year olds. Before the start of class, I go and stand by the door to welcome each student and calling them by their name. This is a small act of politeness, making them feel welcome and showing them my respect. When I notice someone is a little silent, absent or down, I will just ask 'Are you okay?' I feel my students appreciate this a lot and it doesn't cost me much time or effort. Sometimes a small thing can make a big difference!

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Observation, communication and feedback. I think that observation is very important in order to see everything that is needed for further action, communication with students, other teachers and parents as well as feedback from students.

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Realising regular surveys though QR codes, for example, asking students directly, counselling, mentoring... simply talking and caring about them is the best way how to know about their inner mindset as much as possible.

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Observation is the first step. Observing the students how they sit or their gaze can offer vital information on how they feel

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We collect a ton of infos about our students and staff everyday, which is a great source to elaborate a detailed analisys. Anyway, as a primary teacher, I strongly prefer receiving here-and-now feedback from my students and my colleagues. So, it is a routine to ask them how they are feeling, both using their moter language and english as a "game", or check with my classroom colleague every time we switch. Also, I think it is important to take time to listen to everyone's request: it doesn't mind if they have doubts about the current lesson, they ask for a break; I just want them to feel like they can express theirselves and have someone listening to them every time they need help. As for the first question to ask my team it would be: do you feel at ease here? What can we do to make things better?

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I carry out activities with children from 3 to 6 years old and first of all for me it is necessary to establish an empathetic bond with each boy and girl, dedicating individual and personal time and attention. During welcome time in the morning we gather in a circle and talk freely about ourselves, about what makes us feel good or bad, how we feel at school, what happens to us... it is enough for me to look the children in the eyes as soon as they enter from the door to see if they need me! When I collect their emotions and difficulties verbally, I often also find them in their drawings or behaviors with others. Therefore it is important to talk to the parents to put together an adequate framework of elements from the comparison in order to find the solution to the children's discomfort together.

The team could share a recording tool - such as a logbook - to motivate and support teachers to pay attention to pupils' well-being both by collecting what they say but also by observing their behaviour. The observations must be shared with the well-being team to improve the effectiveness of our actions.

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Sources of information may include performance data, attendance records, direct observations of student interactions, student surveys, parent involvement, and, finally, discussion with teachers and the school psychological counselor.

The first thing I would like to ask my team is which tools to use most to improve the well-being of pupils and teachers.

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I check my class state of mood. If I see one students stressed I always identify the cause ( if it is in the class) and neutralize it.

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" For me, each child is a jigsaw puzzle, and my job is to put as many of the pieces in place as possible" Mattheu Savage

Teachers have access to some student data that is important to understand their well-being, namely whether they live in: families or institutions, whether they are Portuguese or foreign, whether they live with grandparents, uncles, or parents, that is, the first things we have at our disposal and it should be the starting point to try to understand the student's situation and gradually understand their needs for affection, attention, etc.

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Examining students as "jigsaw puzzles" emphasizes the multifaceted nature of their well-being and the need for a comprehensive approach to gathering information. Here are some possible steps:

1. Direct Observations: Regular observations of students' behavior, interactions, and participation in class

2. Student-Teacher Interactions: Conversations with students during one-on-one interactions, group work, or informal check-ins

3. Student Feedback: Regularly soliciting feedback from students through surveys, questionnaires, or open-ended questions

4. Parental Involvement: Engaging with parents or guardians provides a broader perspective on students' well-being by understanding their home environment, family dynamics, and potential stressors or challenges they may be facing outside of school.

5. Collaboration with School Specialists: Collaborating with school counselors, social workers, and other well-being professionals.

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"A barometer of well-being". Hang an empty drawing board, where children can mark their mood, problem or success of the day when they come to class. And maybe with the help of the team, he would discuss the way to solve the problem, write it down and stick it.

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The ways in which we can collect data for students are different, such as through various surveys, observing their behavior both in the classroom and outside it, in extracurricular activities, etc, or their evaluations and results in subjects different etc

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I usually start my lessons asking my students "how are they" and saying to them "hello" in a special way. They decide every day how,with an hug, dancing or as they prefer. This Is a way for me to understand how they feel. During the school day I try to observe them,especially during the break and how they behave with their schoolmates. At the end of the lesson I ask them to discuss about the best Moment of the day. When I finish my lesson I always share my impressions with my colleagues and periodically with my students parents and my headmistress.

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Before I start a lesson, I try to look every student in their eyes. This (A) gives me a feedback if they are prepared to start and (B) makes me look out for everyone at least once so I get to have a feeling for the current state of the group.

Another vital option to collect data is to be available for the satudents to share their problems.

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The most basic data I have access to are the students’ academic performance data and their attendance data. There are data from the teachers who teach the student and also from parents (that we can collect from parent meetings),. I can also collect data from watching their attitudes and behaviour. Peers can also give feedback.

The 1st question would be: how do you think we can best support the wellbeing of our students?

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After creating a survey for students on well-being at school, then for teachers and parents, organize the filling of them by giving each the code for completion. The first question would be; what is the well-being definition for each group's respondent.

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I’d begin with data related to the “how I (student/ teacher/ parent) feel” at school, but not only, by direct observation, surveys, focus group discussions,etc.

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Observation records are an important tool in collecting information. However, interviews with parents and students also provide information. At the same time, the measurement tools used by the school psychological counselor also provide a lot of information.

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Small, informal conversations during break times are valuable tools for checking student well-being. Observing their behavior, interactions with peers and teachers, and any significant changes in grades or attendance can offer additional insights. However, even the most observant individual might miss important details. Therefore, regular meetings with class teachers to discuss students individually and collaboratively are crucial for gaining a comprehensive understanding of the class dynamics. Meeting with parents can also provide valuable information about students' home lives and potential things that bother them.

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Collecting data about students' needs involves observation  (1. students’ attitude regarding classmates and teachers, 2. Reaction to remarks or to negative comments made by their classmates, 3. Attitudinal feedback to marks; 4.Exchanging info with class peers) meetings with parents,headteacher, and other educators, such as psychologists, doctors (in case), questionnaires.

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When considering students as "jigsaw puzzles" and aiming to address their well-being comprehensively, it's crucial to gather diverse sources of information to paint a holistic picture of their needs. Here are some potential sources of well-being information that a well-being team might utilize in their daily practice:

1. Surveys and Questionnaires:

Develop surveys to collect self-reported data from students regarding their emotional well-being, stress levels, and overall satisfaction with the learning environment.

2. Behavioral Observations:

Regularly observe and document student behavior in various contexts, such as in the classroom, during breaks, and in social settings.

3. Academic Performance Data:

Analyze academic performance data to identify any correlations between academic challenges and well-being. This might involve looking at grades, attendance records, and participation levels.

4. Attendance and Punctuality Records:

Track attendance and punctuality records to identify patterns that may be indicative of well-being issues.

5. Peer and Teacher Feedback:

Gather feedback from peers and teachers through structured feedback mechanisms or informal discussions to understand social dynamics and interpersonal relationships.

6. Counseling and Support Services Reports:

Review reports from counseling services, if available, to gain insights into individual student challenges and the overall demand for mental health support.

7. Health and Medical Records:

Consider health and medical records for any information on chronic health conditions or situations that might impact a student's well-being.

8. Parental Involvement and Feedback:

Engage with parents to gather insights into students' well-being at home, potential stressors, and any significant life events that may affect them.

9. Social Media Monitoring:

If appropriate and ethically managed, monitor social media for indicators of student well-being, understanding that this information should be handled with sensitivity and respect for privacy.

10. Anonymous Reporting Systems:

Implement anonymous reporting systems for students to share concerns or incidents related to well-being without fear of reprisal.

Reflection: Considering the diverse sources of well-being information, it's important to approach data collection ethically, respecting privacy and confidentiality. The goal is to create a comprehensive understanding of each student's unique needs and challenges.

In my reflection, I would consider the types of data that are currently being collected and how effectively they contribute to our understanding of student well-being. Are there gaps in our information, and are there additional sources that could provide valuable insights?

Asking the well-being team in my classroom or school, the first thing I would want to discuss is the effectiveness of our current data collection methods. Specifically, I would seek input on:

1. Data Relevance:

Are the current sources of information providing a comprehensive view of student well-being, or are there aspects that are underrepresented?

2. Data Accessibility:

How easily can the team access and interpret the collected data? Are there any obstacles or challenges in obtaining the necessary information?

3. Data Integration:

Are we effectively integrating data from various sources to create a holistic understanding of each student? Are there opportunities for better collaboration between different departments or teams?

4. Data Privacy and Ethics:

How are we ensuring the privacy and ethical handling of sensitive well-being information? Are there protocols in place to safeguard the confidentiality of student data?

By addressing these questions, the well-being team can begin to refine their data collection strategies and ensure that they are equipped to identify and respond to the diverse well-being needs of their students.

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The primary means of obtaining information for teachers regarding students' well-being is through observation. We can easily spot changes in students' behavior. Additionally, conversations with them and their parents, as well as with fellow teachers serve as another valuable source of data. Also, conducting surveys among students provides a method for collecting information on their well-being needs.

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I think that the collection of data and information regarding students by colleagues is a very important thing and alongside this is the role of parents who must create a relationship of collaboration and information with teachers

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I think that we should talk to the students, collect data by observing or creating a survey questionnaire in which we can see their condition. We can introduce the daily state determination by individually greeting each of them at the beginning of the day, in which they would make a selection of their state with some kind of short actions or by showing pictures, and those who need it later help with a conversation.

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For a teacher daily interacting with students is very easy to detect if they are happy or something bothers them. Just by seeing them or observe them. Also by other parameteres such as bahavior, attendance, aggresiveness, academic performance, interaction. Of course information from families is very important too.

The first thing I would ask my team: What strategies should we implement do to make school a happier place for all students and teachers?

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I think it is very important what other previous teachers can tell you about your students. Then, students' observation and parents' feedback, as well as mantaining regular meetings with other teachers who have our students at class.

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From the very beginning of the class, I get the general estate (short talks and warm ups), I 'feel' them if there is a problem(general or particular). Apart from the fact that my students know me for my sense of humour, I always try to change their mental estate and make them get over the 'incident'. I usually involve them in their favourite games or digital activities, something they like to do. Sometimes, it is something more, so I try to help, to discuss, explain, support, confront... call parents, it depends on the situation.

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I find myself reflecting on the vital role that well-being plays in our students' academic success and personal growth. In my role as an English teacher in the field of transports, I view our students as intricate "jigsaw puzzles," each piece contributing to the overall picture of their well-being. Understanding and nurturing this well-being is not just a responsibility but a genuine commitment that I hold close to my heart.

In the pursuit of promoting a positive and conducive learning environment, I am fortunate to have various sources of well-being information at my disposal. Firstly, the regular interactions with students in the classroom provide valuable insights into their emotional states, engagement levels, and overall satisfaction with their learning experience. These observations serve as foundational pieces of information in understanding the complex puzzle of their well-being.

Moreover, informal conversations during breaks and extracurricular activities often offer glimpses into their lives beyond academic pursuits. These moments of connection allow me to comprehend the challenges they might be facing and identify opportunities for support. Additionally, feedback from assessments, both academic and non-academic, contributes to my understanding of their progress, enabling me to tailor my teaching methods to their individual needs.

I am excited about the opportunity to contribute to our students' well-being and growth. By combining my observations with the valuable insights from the well-being team, we can create an environment that not only fosters academic success but also nurtures the overall development of each unique "jigsaw puzzle" within our classroom.

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I agree with what many already said - first source of information for teachers when it comes to students' well- being is observation: we can easily see if they act or feel different than usual. Secondly - there are conversations with students, paretnts, other teachers that can also be a source of data. Thirdly - surveys that we can conduct among students to gather information about their well-being needs.

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The types of data that I'd like to collect are about what make peolpe (students, teachers, parents) feel good and what make feel them uncomfortable. I'd put a special focus on emotions and interactions with ohters: cooperative skills, ability to mediate, inclusivity...

That sort of data can be collect using observation (including check-lists and grids), surveys, focus group discussions and analyzing data from routine emotion expression (drawing an emoji on every page of you exercise book or express your feeling in a circle time or touch an emoji every time you enter the classroom).

The first question for my well-being team is "what would you like to change?"

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The sources of well-being information for my students are first of all by observing how they look, feel, communicate, play and cooperate. Observing their behavior during the day at school and discussing with them. Their free paintings also could give us important information.

The first thing I would ask the well-being team is: What can we do to feel all -students, teachers and parents-better.

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I think every teacher of the class should collect the first information through observation. Then talking to the students and asking them to write an aspect they would like to change or improve could be a second step. It can also be useful to meet their parents to talk about their children’s strengths and weaknesses. All the information should be shared among the teachers of the class before deciding the following steps. What is important is to collect information from different sources, share them and collaborate in planning the most suitable actions to help students feel  at ease, less stressed and more satisfied with their performances

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To identify the sources of well-being information the first thing is observing students' behavior and work. Communication with parents are also needed.

Regular communication with collagues teaching the particular students is essential.

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Viewing students as "jigsaw puzzles" in terms of their well-being, the sources of information available in daily practice include observations of student behaviour, interactions, and engagement in class activities and feedback from students, parents, and colleagues. For data collection, we can consider surveys or questionnaires to gather students' self-reported well-being, focus groups for discussions, and regular check-ins or informal conversations for more personal insights. The first question to ask the well-being team might be, "What are the most common well-being challenges the students currently face?"

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The sources of information I have are mainly what I see and what students do and speak along the lessons (to sum up, their behaviour). Besides, I usually talk with my colleagues and, if we have detected something unusual, we comment it.

With regard to the type of data, I would like to get the level of emotional situation (stress, anxiety, etc.) of students, and also of teachers. But to be honest, I don’t know how to get these information…

To finish, the first thing I want to ask my well-being team is “How can we solve this concrete problem we have detected?”

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The main source of well-being in my classes is observation. As a physical education teacher, social interaction and the relationship between the student and the teacher are one of the most important aspects. I like to appoint all students as game captains, especially those who have more difficulty relating. They will be in charge of making the teams and deciding what free game they are going to play. I like to know their opinion at all times and encourage them when I see that they are not very confident or tell them to do something. I like to know what they would like to learn at each beginning of the school year and I always add some new learning each school year. This motivates them a lot.

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A well-being team in a classroom or school can collect a variety of data to assess student well-being and identify areas for improvement:

Teacher observations: Teachers can observe students' behavior, interactions with peers, and participation in class activities. They can also note any signs of distress, such as withdrawn behavior, excessive anxiety, or difficulty concentrating.

Parental feedback: Parents can provide valuable insights into their child's well-being at home. They can be asked about their child's sleep habits, eating habits, social interactions, and overall emotional state.

School climate data: This can include data on bullying incidents and attendance rates. It can also include data on school culture and climate, such as the level of respect and support among students and staff.

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Observation and conversation. Student perception of behavior, expression of emotions, work. Conversation with students, conversation with parents at parents' meetings, and for each child separately at individual conversations with the parent. Interview with secondary teachers and the pedagogical service of the school. I would show parents the child's portfolio, inform them about behavior, knowledge, grades, absences, pedagogical measures, attitude towards subjects, work, cultural interaction with elders, activities, relationship with other students...

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For me, the first source of information is just observation: mood, attitude, feedback, performance.

The second would be interactions with other colleagues.

Extraclassroom activities like journeys are special opportunities to connect with students.

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My sources of information on well-being are more comprehensive and strategic and combine observations, surveys, action research, feedback collection and interviews. By utilising various data collection methods, my well-being team can gain a more holistic understanding of the wellbeing landscape in the school.

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I would prepare a research and a mapping of the discomfort of all the members of the school

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I will share the information with the team by having a meeting every 2 weeks where the information and problems will be shared. I would have a person in charge of communication for the wellness team and I would create a group where only wellness ideas would be shared - with an admin for example.

Of course every day have a smile face and positiv thinks.

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We can collect data through the very experience of working in the classroom, by observing, designing questionnaires for students and teachers, talking to parents, conducting workshops with students and parents about emotions and the like.

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On a daily basis, the first and foremost source of information for me is just observation. You only have to walk around the playground and see who is alone, who doesnt interact with others, or just be a keen eye when you head for your class down the corridor crowded with students. Observation during lessons provides us teachers with valuabe information about social interactions, anxiety in students or even family problems.

Regarding staff well-being, I would say that it is more difficult to know common issues. We usually know the concerns of our small circle when it comes to colleagues, so a survey would be a valuable source of information.

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In daily practice, we, as teachers, have several sources of well-being information at our disposal: First of all, we can monitor daily interactions and make observations during class activities that provide us with valuable insights into students’ not only emotional state, but also, through participation, class engagement and interactions with their classmates, we can really have valuable knowledge, useful in the process.

Then, if possible, we can regularly communicate with parents and that helps understand children's well-being within the family context (especially if we see children’s sudden changes). Finally, academic assessments may not directly measure well-being, but provide us with valuable information, especially if something changes in a student's academic performance (this fact may “hide” something else).

So, if I had to start from somewhere in order to help organize the school's strategy around this issue, I would start by trying to investigate if there are any existing structures and practices allowed in the Greek school and what well-being programs or initiatives could really take place.

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The data sources I have are the student identification forms written by the families, the performance scales of the students, my own direct observations and family interviews.

The first thing I would like to ask both the healthcare team and the students and their families is "How can I make the students feel better?".

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I think my most reliable well-being information source is direct observation. And my most powerful "magic tools" are: my smile, my calm and warm voice, my words of encouragement, my love for people.

Then, every beginning of school year I apply specific surveys and the first set of questions asked are:

1. What do you expect from me as your teacher?

2. What did you like most/least in my class last year?

3. What should we bring into this school year / What should we leave behind?

I think these types of questions should be adjusted as to be part of a questionnaire of needs analysis.

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Some of the sources on our students' well-being are: students' behaviour and changes in behaviour, mood and attitude; student work and performance; attendance; interactions and relationships with their peers; and communication with their parents.

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Peer learning

extracurricular activities - field trips, theatre, schoolyard activities

These are activities that I do with my students that generate optimism, positivity, motivation.

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My wellness team will do observations, conduct surveys, use an action-research approach, collect feedbacks, interviews and prepare a database that will be our starting point for a detailed action plan

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I must say that sharing ideas, a friendly attitude, a calm approach of all disturbances, nice words when they have to be uttered, a hand to be given , all these are examples to define a well-being culture.

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With my wellness team I would collect data via:

interviews or questionnaires with families;

direct discussions with students;

role play with classmates;

direct observations.

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The attitude of the students towards their classmates, towards the teachers, the way they react to remarks or to negative comments made by their classmates, the way they react to bad marks, constitute the first sources of information for me. A verification of this attitude after talking with the other teachers of the students helps me to have a clear picture of the student and decide which is the best method to follow to create a friendly and pleasant atmosphere for all.

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Collecting data about students' needs involves observations, meetings with parents, with teachers, with the headteacher, with other educators such as psychologists, doctors (in case), questionnaires.

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Regarding the well-being of the teaching staff, after I will centralize the information provided by the administered questionnaires, I will discuss with those from the specially created team, about the measures that can be taken to change where appropriate the physical and psycho-emotional conditions; regarding the well-being of preschoolers, I will collect the information regarding the well-being both by organizing some activities that involve them directly, but also by distributing questionnaires to the parents to find out their point of view and how they see this aspect , but also what measures we can apply.

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There are many sources available from academic performance, to parent feedback, class tutor feedback, various observations made at regular intervals from the pedagogical staff and I would ask the pupils to fill in an anonymous feedback form.

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Sources of well-being information at my disposal:

Direct behavior observation.

Data collected from individual meeting with parents.

Self, group and co-questionnaries among pupils.

Data collected from the well-being coordinator about teachers and pupils.

Teachers requests and needs.

Feedback from families and the family association.

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In viewing our students as "jigsaw puzzles," the sources of well-being information at my disposal include academic performance data, behavioral observations, student self-reports, parent feedback, and socio-emotional assessments. Reflecting on the types of data to collect, I aim to gather comprehensive insights into each student's emotional and social well-being, understanding their strengths and areas of concern. The first thing I would ask my well-being team is how we can establish a holistic data collection system that integrates academic, behavioral, and socio-emotional indicators to create a more complete picture of each student's well-being. This collaborative approach will enable us to tailor interventions and support strategies effectively, addressing the multifaceted aspects of our students' lives.