Student Well-Being

Search and Filter

Domain alias
/instruments/domains/2
Domain description

Within the library of instruments, EdInstruments catalogues Student Well-being assessments for users to compare options for use in research and practice. Included in this category are measurement tools representing several subcategories: including Social-Emotional Competence, Mental Health, and Physical Health. The full spectrum of Student Well-being measurement tools will also eventually include Civic Health instruments. 

The Framework

Each of EdInstruments’ four categories contain several “layers” that help to organize the collection of measurement tools housed within each category. The first layer users can explore are the subcategories. An initial period of background research is conducted to understand the landscape of a category, in order to determine which subcategories are essential to include. The next layer within each subcategory are “domains.” Each subcategory has its own respective domains that serve as an additional level of organization within the collection of measurement tools. As users navigate through the instrument list(s), they can narrow and/or expand search parameters using these layers of organization; thus, allowing the personalization of their search for tools based on specified needs. 

Within the Student Well-being category, Social-Emotional Competence, Mental Health, and Physical Health serve as subcategories, while more granular domains (e.g. self awareness within the Social-Emotional competence subcategory, acute health within the Physical Health subcategory and risky behaviors.) 

 

 
Social-Emotional Competence
Mental Health
 
Domain fontawesome
Image
Student Well-Being
  • The CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives. Students - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students. Faculty/Staff - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students; Leadership practices; Faculty beliefs and behaviors; Home-school communication and support. Parents - Perception of school culture; School engaging parents; Parents engaging with school; Learning at home/promoting excellence; Parenting/promoting ethics. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Gathers information in 4 domains: 1. The welcoming environment of the school toward families 2. The degree to which the school supports learning at home 3. Effective two-way communication between home and school 4. Important issues in family engagement (i.e. policy, governance, parental efficacy) Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The National Longitudinal Study of Adolescent to Adult Health (Add Health) is a school-based longitudinal study of a nationally representative sample of adolescents in grades 7-12 in the United States in 1994-95 that includes several items related to students' sense of belonging (e.g., “I feel like I am part of this school” and “I feel close to people at this school”).
  • Building and maintaining a positive school climate is essential for creating a school setting that cultivates learning, academic achievement, and student growth. The School Climate and Connectedness Survey (SCCS) provides a unique opportunity to measure student, staff and family perceptions on school climate. Topics measured by SCCS include but are not limited to: How students, staff and families view school climate; How connected students feel to adults and peers; Social and Emotional Learning (SEL); Family/school Partnerships; Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Early Language & Literacy Classroom Observation Toolkit (ELLCO) is a classroom observation measure that assesses the quality of the classroom environment and teacher practices across five key elements: classroom structure, curriculum, the language environment, books and book reading opportunities, and print and early writing support. The measure is primarily designed for administrators and teachers of preschool and early elementary classrooms to use for professional development and program improvement. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Transcend’s Leaps Student Voice Survey gathers evidence on the learner experience, fueling a future where education is equitable and liberating. The Leaps Student Voice Survey is a validated, easy-to-use tool designed to help communities understand the experiences of learners through the lens of the Leaps for 21st Century, Equitable Learning. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Inventory of School Climate-Student version (ISC-S) is designed to asses 10 dimensions of school climate related to student adjustment. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • An individual play-based assessment to measure a child’s developmental needs, and pre-literacy skills. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • In July 2017, the VIA Institute completed and released a substantial revision of the VIA Inventory of Strengths, as well as the development of several new scales. These new assessments are part of the VIA Assessment Suite for Adults. For each of these assessments signature strengths, 24 strength scales, 6 scales representing the Peterson and Seligman (2004) virtue model, and 3 scales representing the McGrath (2015) virtue model can be computed. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The MacArthur-Bates Communicative Development Inventory (CDI) is a parent-focused instrument measuring the communicative development of children aged 8-37 months. CDI allows professionals to screen and develop prognoses for language delays by tapping into parents‘ knowledge of their children‘s language skills, starting from early comprehension to early vocabulary and grammar expansion. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Values in Action Youth Survey (VIA Youth Survey) is an open-access Likert survey for children ages 10-17 measuring 24 character strengths within the broad categories Courage, Humanity, Justice, Temperance, Transcendence, and Wisdom. It has both a 96- and 198- item version, and it has been adapted into many other languages and shorter forms. Values in Action also makes adult character strength surveys and other assessments for younger children such as the Character Strengths Inventory for Children (CSI-C) and the Character Strengths Inventory for Early Childhood (CSI-EC) for children ages 7-12 and 3-6, respectively. Subscore(s): Appreciation of Beauty, Bravery, Creativity, Curiosity, Fairness, Forgiveness, Gratitude, Honesty, Hope, Humility, Humor, Judgment, Kindness, Leadership, Love, Love of Learning, Perseverance, Perspective, Prudence, Self-Regulation, Social Intelligence, Spirituality, Teamwork, Zest Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Classroom Assessment Scoring System ™ (CLASS ™) is an observational instrument developed to assess instructional quality in PK-12 classrooms. It is a tool for analyzing the quality of teacher-student interactions in the classroom by capturing multiple dimensions of teaching that are linked to student achievement and development. It produces qualitative ratings of teacher performance on a scale from 1-7 across three broad domains: emotional support, classroom organization, and instructional support. As described by the authors: The Classroom Assessment Scoring System (CLASS) is an observational instrument developed to assess classroom quality in preschool through third grade classrooms. The CLASS dimensions are based on observed interactions among teachers and students in classrooms. The dimensions were derived from a review of constructs assessed in classroom observation instruments used in childcare/Elementary school research, literature on effective teaching practices, focus groups, and extensive piloting. The Observational Record of Classroom Environments (ORCE, ECRN, NICHD, 1996) served as a foundation for the development of the CLASS. Subscore(s): Healthy Relationships, Effective Classroom Management, Instructional Support, Classroom Emotional Environment. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Bayley Scales of Infant and Toddler Development (BSID) measures the development of infants and young children (aged 16 days-42 months). Conducted by trained examiners, BSID includes several developmental play tasks to assess cognitive, language, motor, social-emotional, and adaptive behavior development. BSID’s most recent fourth version was created in 2019.
  • The APEEC was developed to provide a useful tool for both practitioners and researchers who want to understand Elementary school practices (K‐3) in general education classrooms serving children with and without disabilities. The APEEC does not measure specific curriculum content or in‐depth teacher‐child interactions” (Hemmeter, Maxwell, Ault, & Schuster, 2001, p. 1). “The APEEC (Maxwell, McWilliam, Hemmeter, Ault, & Schuster, 2001) measures three domains of classroom practices: physical environment, curriculum and instructional context, and social context. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool classifies the teaching moves and instructional tasks of teachers according to cognitive demand. It is designed for use specifically within math lessons focused on similarity, congruence, surface area, and volume. It can be used by teacher educators and researchers to identify the quality of math instruction within this domain. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Vineland Adaptive Behavior Scales Third Edition (Vineland-3) is an instrument for diagnosing intellectual and developmental disabilities and planning treatment. Vineland-3 focuses on the following domains of adaptive behavior: 1) communication, 2) daily living skills, and 3) socialization. Vineland-3 offers the Survey Interview Form for conducting semi-structured interviews with parents or caregivers, the Parent/Caregiver Rating Forms questionnaire (can be used for all ages), and the Teacher Rating Form (can be used for ages 3-21).
  • The Social Skills Improvement System-Social Emotional Learning Edition (SSIS SEL) is sold through Pearson and measures a variety of social and emotional competencies using both norm and criterion referencing. There are both digital and paper versions which can be completed by students, parents, or teachers. There is also a brief version of the form.  Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Students also completed the CHKS core module, a confidential survey of school climate and safety, student wellness, and youth resiliency. The module is administered schoolwide to students and provides insight into health risks and behaviors, school connectedness, school climate, protective factors, and school violence experiences. Students in Grades 9-12 completed the high school form and students in Grades 7-8 completed the nearly identical middle school form. The CHKS module is part of a comprehensive data-driven decision-making process on improving school climate and student learning environment for overall school improvements (see https://calschls.org). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The BRIEF was developed in 2000 and assesses a student's executive functioning in the home and school. It includes parent response forms and teacher response forms. Designed to assess the abilities of a broad range of children and adolescents, the BRIEF is useful when working with children who have learning disabilities and attention disorders, traumatic brain injuries, lead exposure, pervasive developmental disorders, depression, and other developmental, neurological, psychiatric, and medical conditions. The BRIEF has eight clinical scales (Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor) and is helpful in indicating attention disorders. The BRIEF has been adapted into 60 languages and for use from age 2-90. Recently, the BRIEF2 was created for ages 5-18. The BRIEF2 is shorter, but has no additional clinical items, allowing for consistency of data collection between the BRIEF and BRIEF2, and results can be translated from the BRIEF to the BRIEF2 to take advantage of new normative data. The BRIEF2 also has increased sensitivity for detecting ADHD and ASD. Subscore(s): Emotional Control, Organization Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The 5Essentials® is a research-based school improvement system that identifies and measures key organizational conditions, including school culture and climate, to enhance student outcomes. It features a diagnostic survey with research-tested scoring and interactive reporting, offering insights into five essential factors for improvement: Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction. The system also includes professional learning to help educators use 5Essentials data for informed improvement planning and to drive better school and student results. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
    Categories: Student Well-Being
    Tags: Belonging
  • AIR supports improved student and school performance through the Conditions for Learning Survey, administered in schools across the United States, including the Cleveland Metropolitan School District. The survey assesses four core constructs within elementary, middle and high schools: A safe and respectful climate, Challenge/high expectations, Student support, Social and emotional learning. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
    Categories: Student Well-Being
    Tags: Belonging
  • The Student Engagement Instrument (SEI) is a 31-items (elementary) instrument that measures various components of student engagement, including teacher-student relationships which may provide insights into students' sense of belonging at school. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • families, teachers and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey is designed to collect important information about each school's ability to support student success. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Student: Skills and Competencies includes items on Social Awareness. How well students consider the perspectives of others and empathize with them. Student: Supports and Environment includes items on Diversity and Inclusion.  How diverse, integrated, and fair school is for students from different races, ethnicities, or cultures. (Only for students in grades 6-12.) Cultural Awareness and Action. How often students learn about, discuss, and confront issues of race, ethnicity, and culture in school. Student: Well-Being includes items on Supportive Relationships. How supported students feel through their relationships with friends, family, and adults at school. All surveys are built on the same matrix which measures school experience in the three broad areas of (1) engagement (2) safety and (3) environment. This allows for comparison among student, parent and teacher surveys for a school. School level data can be aggregated to develop district level reports. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • This School Climate Assessment has been designed for both informal and formal school safety assessments for K–5 educators and administrators. This tool is based on the main categories that were measured in an evaluation of a multi-state pilot of Welcoming Schools. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Population Measure: Developed with the Assessment Profile for Early Childhood Programs: Research Edition I (1992) was originally standardized using 401 preschool classrooms in childcare, Head Start, and kindergarten settings. Later revised using a national standardization sample of 2,820 classrooms. Subsequent analyses across the original 87 items were conducted to confirm the factor structures, to estimate reliability, and to recalibrate the IRT properties. Following the analyses, each scale was reduced to 12 items and the Assessment Profile: Research Edition II was published in 1998. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
    Categories: Student Learning
    Tags: Belonging
  • Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
    Categories: Student Well-Being
    Tags: Belonging
  • The Panorama Teacher and Staff Survey gathers teacher and staff perceptions of their professional well-being; capacity and efficacy around supporting academic, social, and emotional learning; professional learning opportunities; cultural competency and awareness; school climate and culture; and relationships with colleagues, families, and school leadership. Similar to Panorama's other survey instruments, you may customize the survey by selecting the scales that you feel matter most to your community. The survey includes 22 scales, including scales of school climate, educating all students, staff-family relationships, belonging, cultural awareness and action (student focus), and cultural awareness and action (teacher focus). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
    Categories: Student Well-Being
    Tags: Belonging
  • The California School Climate and Safety Survey-Short Form is a self-student reported questionnaire created to assist the state of California in monitoring the creation of safe schools as required by the 2001 federal law, No Child Left Behind. It measures overall school climate and personal-safety related experiences. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Youth Risk Behavior Survey (YRBS) is a school-based health survey in Arizona and the United States administered by the Arizona Department of Health Services (ADHS) in a sample selection of Arizona high schools. Survey results are used by school districts, communities, organizations, policy makers, and government agencies, to understand and meet student needs, identify emerging health issues, and obtain funding for programs that support teen health. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.