Student Well-Being
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.)
14-Item Resilience Scale (RS-14)
The RS-14 is the short version of the Resilience Scale and is strongly correlated with the Resilience Scale. It consists of 14 of the Resilience Scale items: 2, 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 17, 21, & 23. The scale is a 7-point Likert type scale from 1 (Strongly disagree) to 7 (Strongly agree) for each item. Higher scores mean superior levels of resilience tendencies. Scores are calculated by a summation of response values for each item, thus enabling scores to range from 14 to 98.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Achenbach System of Empirically Based Assessments (ASEBA)
The Achenbach System of Empirically Based Assessments (ASEBA) is a comprehensive assessment system designed to assess competencies, strengths, adaptive functioning, and behavioral, emotional and social problems in individuals 1.5 to 90 years of age. The ASEBA is used widely used in the following settings: mental health services, schools, medical settings, child and family services, multicultural assessments, public health agencies and additionally in similar settings.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Adapted State Metacognitive Inventory
The State Metacognitive Inventory consists of 20 items that measure self-regulatory processes in high school and college aged students within academic settings. Question items are scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The inventory is comprised of 4 subscales: Awareness, Cognitive strategy, Planning and Self-checking.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Adolescent Measure of Empathy and Sympathy (AMES)
This instrument was designed to measure and differentiate empathy and sympathy in adolescents and balance its emphasis on affective and cognitive empathy. The Adolescent Measure of Empathy and Sympathy (AMES), (1) balances the emphasis on affective empathy and cognitive empathy, (2) uses unambiguous wording and (3) distinguishes between empathy and sympathy. The three subscores are affective empathy, cognitive empathy, and sympathy.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Adolescent Resilience Questionnaire Revised (ARQ)
The revised Adolescent Resilience Questionnaire comprises 93 items and 12 scales measuring resilience factors in the domains of self, family, peer, school and community. In this context, examination of resilience factors in each nested level is required to develop a comprehensive measure. Salient adolescent ecological ‘levels’ have been identified as the domains of individual, family, peers, school and community.The ARQ is a pen and paper questionnaire with scales in five domains: individual, family, peers, school and community. Items comprise statements with a five point Likert response scale labelled: 1 Never, 2 Not often, 3 Sometimes, 4 Most of the time and 5 All the time.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Ages and Stages Questionnaire (ASQ)
The Ages & Stages Questionnaire (ASQ) is a screening instrument that measures developmental performance in young children aged 1 month-5.5 years. Early childhood educators and healthcare professionals use ASQ to collect information from parents on children’s development in five domains: communication, gross motor skills, fine motor skills, problem solving, and personal-social skills.
The most recent version of ASQ as of 2022 is ASQ-3, the third edition of the instrument. ASQ-3 offers 21 parent/caregiver questionnaires that are used depending on the child's age.
Category: Student Well-Being
Sub-Category: Child Development
Grades: < 3 Years, Pre-Kindergarten, Kindergarten
ARC Self-Determination Scale
The ARC self determination scale, developed in 1995, assesses the self-determination strengths and weaknesses of adolescents with disabilities, facilitates student involvement in their education, and aids in developing self-determination goals for students. The assessment yields a total self-determination score and four subscores (autonomy, self-regulation, psychological empowerment, and self-realization). Raw scores are converted into percentile scores using available data on norms. An adult version of the scale was developed later.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Autism Diagnostic Interview-Revised (ADI-R)
The Autism Diagnostic Interview-Revised (ADI-R) is an instrument for collecting the in-depth developmental history of individuals at or beyond the developmental level of 2 years. ADI-R is used for diagnosing autism and planning treatment by trained examiners. ADI-R focuses on the following domains: 1) social interaction, 2) communication, and 3) range of restrictive, repetitive, and stereotyped behaviors.
Category: Student Well-Being
Sub-Category: Neurodiversity
Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Autism Diagnostic Observation Schedule-Second Edition (ADOS-2)
The Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) is a standardized activity-based instrument for diagnosing autism spectrum disorders in children and adults. Trained clinician examiners utilize the standardized ADOS activities and questions depending on the observed individual’s age and communication level.
Category: Student Well-Being
Sub-Category: Neurodiversity
Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Autism Program Environment Rating Scale (APERS)
The Autism Program Environment Rating Scale (APERS) is an environmental assessment instrument measuring the quality of programs for students with autistic spectrum disorders for the purposes of program improvement and/or research. There are two versions of APERS: for preschool/elementary grades (APERS-PE) and middle/high school grades (APERS-MH). Both versions focus on program ecology, interdisciplinary teaming, and family participation.
The complete version of APERS must be completed by certified raters external to schools. The assessment includes a review of student records, interviews with school staff and parents, observations, and the completion of an electronic scoring tool. A shorter APERS self-assessment companion tool can be completed by teachers and used in combination with the full APERS evaluation by a certified rater.
Category: Student Well-Being
Sub-Category: Neurodiversity
Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Bar-On Emotional Quotient Inventory
The Bar-On Emotional Quotient Inventory is a 133-item self-report inventory, in which items are responded to on a five-point Likert scale. Items are summed to reflect a total score as well as scoring in five dimensions (Intrapersonal intelligence, Interpersonal intelligence, Adaptability, Stress management, and General mood).
Category: Student Well-Being
Sub-Category: Mental Health, Social-Emotional Competence
Grades: 10th Grade, 11th Grade, 12th Grade, Post secondary
Basic Empathy Scale (BES)
The Basic Empathy Scale (BES) was based specifically on the definition of empathy put forth by Cohen and Strayer (1996) ‘‘as the understanding and sharing in another’s emotional state or context’’. Items within the Basic Empathy Scale were created based on the conceptualization of affective and cognitive empathy. Items for the BES were also based on four of the five ‘basic emotions’ (fear, sadness, anger, happiness). Each scale item asks participants to respond on a Likert scale from 1 representing ‘strongly disagree’ to 5 representing ‘strongly agree’, depending on the degree to which the item described them.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Bayley Scales of Infant and Toddler Development (BSID)
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.
Category: Student Well-Being
Sub-Category: Child Development
Grades: < 3 Years
Beck Youth Inventories - Second Edition (BYI-2)
Five inventories each contain 20 questions about thoughts, feelings, and behaviors associated with emotional and social impairment in youth. Children and adolescents describe how frequently the statement has been true for them during the past two weeks, including today.
Depression Inventory: In line with the depression criteria of the Diagnostic and Statistical Manual of Mental Health Disorders Fourth Edition (DSM-IV), this inventory allows for early identification of symptoms of depression. It includes items related to a child's or adolescent’s negative thoughts about self, life and the future, feelings of sadness and guilt, and sleep disturbance.
Anxiety Inventory: Reflects children's and adolescents’ specific worries about school performance, the future, negative reactions of others, fears including loss of control, and physiological symptoms associated with anxiety.
Anger Inventory: Evaluates a child's or adolescent’s thoughts of being treated unfairly by others, feelings of anger and hatred.
Disruptive Behavior Inventory: Identifies thoughts and behaviors associated with conduct disorder and oppositional-defiant behavior.
Self-Concept Inventory: Taps cognitions of competence, potency, and positive self-worth.
Category: Student Well-Being
Sub-Category: Mental Health, Social-Emotional Competence
Grades: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Behavior Assessment System for Children, 3rd Edition (BASC-3)
The Behavior Assessment System for Children (BASC), which is sold by Pearson, aims to measure adaptive behaviors, problem behaviors, and individual thoughts and feelings. It contains multiple evaluation forms: Teacher Rating Scales (TRS) and the Student Observation System (SOS) to be completed by a teacher; Parent Rating Scales (PRS), the Parenting Relationship Questionnaire (PRQ), and the Structured Developmental History (SDH) to be completed by a parent, and the Self-Report of Personality (SRP) to be completed by the student. Each form can be completed separately or in combination.
Category: Student Well-Being
Sub-Category: Mental Health, Social-Emotional Competence
Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Behavior Rating Inventory of Executive Function (BRIEF)
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.
Category: Student Well-Being
Sub-Category: Mental Health, Social-Emotional Competence
Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Behavioral and Emotional Rating Scale – Second Edition (BERS-2)
The BERS-2 measures personal strengths and competencies in children 5-18. The BERS-2 is a multi-modal assessment system that measures the child's behavior from three perspectives: the child (Youth Rating Scale), parent (Parent Rating Scale), and teacher or other professional (Teacher Rating Scale). The BERS-2 measures six aspects of a child's strength: interpersonal strength, involvement with family, intrapersonal strength, school functioning, affective strength, and career strength.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Behavioral Observation of Students in Schools (BOSS)
The Behavioral Observation of Students in Schools (BOSS) is an observation-based system for coding classroom behavior. BOSS is also useful for measuring ADHD symptoms as it has been shown to differentiate between children with ADHD and typically developing children. BOSS allows systematic recording of children's behaviors in the following domains: active engaged time, passive engagement time, off-task motor activity, off-task verbal behavior, off-task passive behaviors, and teacher-directed instruction.
Category: Student Well-Being
Sub-Category: Neurodiversity
Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Belonging Uncertainty Scale
The Belonging Uncertainty Scale is an assessment of an individual's worry that they do not fit into a certain group or setting. The 3 question items that constitute this scale are scored on a seven-point Likert scale.
Category: Student Well-Being
Sub-Category: Belonging
Grades: Post secondary
California Critical Thinking Disposition Inventory (CCTDI)
The CCTDI (P. A. Facione & N. C. Facione, 1992) was developed, validated, and used to assess students’ disposition toward critical thinking (CT). It consisted of 75 statements, divided into seven subscales: Truth-seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, and Maturity. Responses were made on a 6-point Likert-type scale. The CCTDI reports a total score, which is the sum of its seven subscales, ranging from 70 to 420. A total score more than 280 indicates a positive overall disposition toward CT. The development and validation process is described in P. A. Facione and N. C. Facione (1992).
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 10th Grade, 11th Grade, 12th Grade, Post secondary
California Critical Thinking Skills Test (CCTST)
The CCTST (Facione, 1990; P. A. Facione & N. C. Facione, 1994) was developed, validated, and used for assessing students’ CT skills. It is a standardised, 34-item multiple choice test, non discipline-specific that targets core critical thinking skills. Each item on the CCTST is assigned to one of three subscales: Analysis, Evaluation, and Inference.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
California Measure of Mental Motivation (CM3)
The CM3 is sold by Insight Assessment and is designed to measure the degree to which a student feels that they are cognitively engaged and mentally motivated toward intellectual activities that involve reasoning. This test contains seven scales of critical thinking: (a) truth‐seeking, (b) open‐mindedness, (c) analyticity, (d) systematicity, (e) confidence in reasoning, (f) inquisitiveness, and (g) maturity of judgment. It offers online and paper formats and a Likert response type.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Career Adapt-Abilities Scale (CAAS-International)
The Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. A short form also exists.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 10th Grade, 11th Grade, 12th Grade, Post secondary
Challenging Situations Task (CST)
The Challenging Situations Task (CST) is designed to assess a child's affective and behavioral responses when presented with hypothetical peer situations. The design of this instrument consists of the presentation of pictures of a particular situations, accompanied by verbal descriptions. Children are then prompted to indicate how they feel about the situation and asked to choose from four emotion choices using schematic drawings.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Pre-Kindergarten
Child Engagement Questionnaire (CEQ)
The Child Engagement Questionnaire (CEQ) measures the engagement of young children. Adults who know the child well complete the questionnaire. CEQ has 32 items on a four-point scale (1 not at all typical, 2 somewhat typical, 3 typical, 4 very typical). CEQ focuses on four domains: competence, persistence, undifferentiated behavior, and attention.
Category: Student Well-Being
Sub-Category: Belonging
Grades: Pre-Kindergarten
Children's Empathic Attitudes Questionnaire (CEAQ)
The Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other people.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 5th Grade, 6th Grade, 7th Grade
Children's Self-Efficacy for Peer Interaction Scale
This 22-item questionnaire is designed to assess children's perceptions of their ability to enact prosocial verbal persuasive skills in specific peer situations. 12 scale items describe conflict situations, and 10 items describe non-conflict situations. Students are asked to respond to each situation on a four-point Likert scale.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 3rd Grade, 4th Grade, 5th Grade
Classroom Belonging Measure
Student-reported sense of class cohesion, belonging, trust, and feeling heard.
Category: Student Well-Being
Sub-Category: Belonging
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Cognia™ Student Engagement Survey
The Cognia™ Student Engagement Survey was designed to measure elementary, middle and high school student engagement through students’ responses to items about their learning experiences. The survey consists of items categorized into three components or domains of engagement: behavioral, cognitive and emotional (Fredricks et al., 2004). Behavioral engagement refers to a student’s efforts in the classroom (e.g., Connell & Wellborn, 1991), while cognitive engagement examines a student’s investment in learning (e.g., Fredricks et al., 2004), and emotional engagement measures a student’s emotions or feelings about the classroom and school in general (e.g., Finn & Rock, 1997; Voelkl,1997). Engagement is seen as having different levels (e.g., Crick, 2012), and, as such, each of the domains is further broken down into three categories of engagement quality: committed, compliant, and disengaged. Finally, each category consists of two distinct levels; thus, the committed category has an “invested” or “immersed” level; the compliant category has a “strategic” or “ritual” level; and the disengaged category has a “retreatism” or “rebellion” level.
This survey collects direct feedback from students regarding their level and quality of engagement in the learning process; at the same time, it assesses how much they enjoy school on a variety of practical and actionable levels.
The Cognia™ Student Engagement Survey is specifically designed to provide a useful summary of the detailed information represented from students’ collective responses and provide information about their opinions regarding their engagement in their learning environments.
Category: Student Well-Being
Sub-Category: Belonging
Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
College Student Subjective Wellbeing Questionnaire
The CSSWQ was intentionally designed as a brief measure of cumulative subjective wellbeing. As such, only one or two relevant indicators were selected to represent each wellbeing domain, resulting in a measurement model consisting of five college-grounded positive psychology traits: college gratitude (emotional domain), academic self-efficacy and academic satisfaction (cognitive domain), school connectedness (social domain), and academic grit (behavioral domain)
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary