Digital wellbeing platforms offer schools a wealth of information on student wellbeing at an individual, class, year group and whole school level. This rich data provides insights that can be used to refine curriculums and drive effective wellbeing initiatives.
Given the breadth of information available, it can be difficult to know where to start in terms of identifying key insights. This is especially true for time poor designated safeguarding leads (DSLs). In this article we cover 5 actionable insights DSLs can gain from wellbeing platforms, which can contribute to a more efficient and robust provision of care.
What are digital wellbeing platforms?
Digital wellbeing platforms remove the guesswork from understanding student wellbeing levels and help schools to identify vulnerable pupils in need of help. Approaches may vary depending on the specific wellbeing platform, but most use device-based software to:
- Regularly prompt students to answer questions on their wellbeing
- Give students the option to request help from a trusted adult
- Provide access to mental health resources
The platforms give school leaders visibility of wellbeing levels across their setting, enabling them to address concerning issues and trends before they develop into serious problems.
This article references data insights that are available on Smoothwall Pulse, but alternative wellbeing platforms may provide similar information.
5 actionable insights offered by wellbeing platforms
1. Year group(s) with the lowest wellbeing score
The platforms can present wellbeing data at a variety of levels, giving DSLs the ability to hone in on specific individuals, or widen the parameters to see the larger, school-wide picture. Setting the view to year group means DSLs can immediately identify the age range of students currently reporting the lowest wellbeing levels.
For example, it may highlight year 9 as having the lowest wellbeing. The DSL can then further examine the data to understand the specific topics receiving low scores. This might include health, learning, or sense of identity. Based on the issues flagged by students, the platform may offer tailored resources to help students and staff address them.
The timely and specific data available at year group and class levels provides DSLs with a clear idea of how to approach improving overall wellbeing levels. Rather than attempting to guess the causes based on limited evidence, DSLs have the information they need to confidently deliver targeted, effective support. This process may involve identifying the year group with the highest wellbeing levels, and pinpointing any contributing factors that could be applied to groups at the lower end of the scale.
2. Specific issues impacting vulnerable groups
Some platforms give DSLs the power to create customised groups, making it easier to track the wellbeing levels of specific sets of students. This is useful for maintaining visibility on particularly vulnerable groups, such as those with special educational needs and disabilities (SEND). Schools are well aware that these groups require extra support, but with limited resources available, identifying the areas that require the most attention can be difficult.
Pulse, for example, tracks student wellbeing according to the following domains: “Valued and safe”, “Healthy”, “Material basics”, “Learning”, “Participating” and “Positive sense of identity and culture.” To provide extra clarity for school staff, each domain also has a range of subdomains. The “Learning” domain, for instance, incorporates:
- Emotional engagement with teachers
- Engagement (flow)
- Perseverance
- Cognitive engagement
- Academic self concept
- Learning practices
The platform allows DSLs to explore the specific domains receiving high, low or neutral scores, as well as how student responses are changing over time. Not only does this enable vulnerable groups to receive more effective support, but it also provides DSLs with ample evidence to present to inspectors that demonstrates strategic approaches to improving mental health and wellbeing.
3. Events or periods that correlate with low wellbeing levels
Tracking wellbeing levels in the long term can highlight periods that correlate with noticeable peaks or troughs in wellbeing. Some may be obvious, such as lower wellbeing scores in the period preceding exams, but others could be revealing.
When DSLs develop an understanding of such patterns, they can begin to preempt them and implement proactive wellbeing initiatives. This could be as small as acknowledging that students may find the current period particularly demanding, and reminding them of available support services. If there are noticeable points of the month or year where wellbeing levels consistently drop, schools may even consider adjusting curriculums to better meet the needs of students at these times.
4. Further information on existing safeguarding concerns or events
Wellbeing platforms can offer DSLs a deeper insight into safeguarding issues raised elsewhere. For example, if a digital monitoring system alerts a DSL to the fact that multiple students have been discussing self-harm in an online forum, these students can be added to a custom group in order for their wellbeing to be more closely tracked. The same could be done for members of a particular year group that have been identified by the school web filter as attempting to access inappropriate online material.
The data from these custom groups could reveal specific issues, such as social pressures or a negative sense of identity, that may be motivating their concerning behaviours. Furthermore, tracking their wellbeing levels over time will indicate the effectiveness of interventions and support plans. This allows DSLs to adjust or review their strategies as necessary, with findings potentially being applicable to future incidents of a similar nature.
In this way, wellbeing platforms work alongside other components of a digital safeguarding provision, such as digital monitors and web filters, to help DSLs fit together the pieces of a safeguarding puzzle.
5. How wellbeing levels compare to those at other schools
Some wellbeing platforms provide a feature that shows DSLs and school leaders how the overall wellbeing levels in their setting compares to those of other schools. Rather than a mere snapshot, this data can show current schoolwide levels, as well as those over the past month, term or year. To protect the privacy of schools and their students, this data is presented anonymously.
This feature isn’t designed to cause feelings of inferiority or superiority, but to offer a useful benchmark that indicates how much improvement may be required. Of course, all data should be viewed with an understanding that every educational setting has its unique challenges and a range of factors influencing results.
“Wellbeing” is a notoriously difficult concept to define and measure. It can therefore be useful and even eye-opening for schools to understand how they are performing in this area in comparison to similar institutions. The topline data from other schools enables DSLs to set realistic targets and feel accomplished when demonstrable progress is made.
The actionable insights above scratch the surface of the valuable information that can be gleaned from digital wellbeing platforms. By leveraging such data-driven evidence, schools can firmly establish a student-centred, proactive approach to digital safety and wellbeing.
Discover the impact a digital wellbeing platform could have in your setting
Learn more about digital wellbeing platforms, or arrange a free demo of Smoothwall Pulse, by contacting our digital safety experts at enquiries@smoothwall.com. We’re ready to help.
