• 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.

With my wellness team I would collect data via:

interviews or questionnaires with families;

direct discussions with students;

role play with classmates;

direct observations.

• extracurricular activities - field trips, theatre, schoolyard activities

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

  
  

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.

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?".

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.

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.

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

The second would be interactions with other colleagues.

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

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.

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?”

Regular communication with collagues teaching the particular students is essential.

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

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?"

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.

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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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.

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

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

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.

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.

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.

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.

• 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

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.

• 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.

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.

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

make you happy/ sad

nervous / calm

tired /relaxed....

How do you feel?

Let them realize their feelings first