Student Well-Being

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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
 
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Student Well-Being
  • The Summer Learning Program Quality Intervention (SLPQI) is a comprehensive system for improving program quality, built around the Summer Learning Program Quality Assessment (PQA). The SLPQI Box Set provides everything you need to assess the quality of your summer program(s), identify staff training needs, and ultimately use data for continuous quality improvement. The SLPQI set includes full access to Youth Work Methods online courses, a set of research-based and time-tested strategies for working with youth. This box set is appropriate for a single program site. 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 WorkFORCE Assessment for Job Fit is a personality assessment utilizing the FACETS core capability, which is based on innovations in forced-choice assessment and computer adaptive testing. 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 Delaware School Climate Survey-Student Version is a brief survey that measures student feelings about school climate across several subdomains (which include Social and Emotional Competencies, Classroom Management Techniques, Bullying, and Engagement). Parent/Guardian and teacher versions of the Delaware School Climate Survey are also available for implementation. 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 CIRCLE Classroom Observation Tool is primarily used as a coaching tool to support the development of high-quality instruction in early childhood classrooms. The tool is used to rate teachers' behavior and instruction during classroom observation visits spread over a full academic year. 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 Multidimensional Student’s Life Satisfaction Scale (BMSLSS; Huebner, Drane, & Valois, 2000; Seligson, Huebner, & Valois, 2003) is a five-item measure that provides a general index of student life satisfaction across five life domains (friends, family, self, school, and living environment) for students within the ages of 8-18. A five-point scale developed by Bickman and colleagues (2007) is commonly used (1 = very dissatisfied to 5 = very satisfied). General life satisfaction is calculated by summing the five individual domains (Huebner, Seligson, Valois, & Suldo, 2006). The five-item version has acceptable internal consistency when used with high school students (a = .75, Funk, Huebner, Valois, 2006; a = 83, Ng, Huebner, Maydeu-Olivares, & Hills, 2017; a = .81, Zullig, Valois, Huebner, Oeltmann, & Drane, 2001). A two-week stability reliability coefficient was acceptable for high school students, r = .91 (Funk, Huebner, & Valois, 2006). 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 Caregiver Interaction Scale (CIS) consists of 26 items usually divided into 4 subscales. Some researchers have conducted factor analyses on the 26 items and have found different subscales (e.g., Whitebook, Howes, & Phillips, 1989). Observers are asked to rate the extent to which 26 items are characteristic of the childcare provider whom they are observing. Items are scored on a 4‐point scale from (1) Not at all characteristic to (4) Very much characteristic of the child care provider. The measure usually contains the following subscales: Sensitivity (10 items), Harshness (8 items), Detachment (4 items), Permissiveness (4 items) “To rate the emotional tone, discipline style, and responsiveness of teachers and caregivers in a classroom. The items focus on the emotional tone and responsiveness of the caregiver’s interactions with children. The scale does not address issues of curriculum or other classroom management issues (such as grouping or flow of activities)” (U.S. Department of Education, 1997, p. 78). 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.
  • Arke Primack Scale (APS). The Arke Primack Scale (APS) measures media literacy and critical thinking. Subscore(s): Radio, TV, Print. 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.
  • Social Perspective Taking (SPT) is measured through three sub-scales which are the SPT Propensity scale, the SPT Confidence scale, and the SPT Importance scale (24 items total). In the initial study, a performance task to assess social perspective taking ability and an interview to uncover motivations behind SPT were also administered. 
  • Survey is used to operationalize teachers' beliefs of their school's ability to help all chidlren learn and grow. Collects teachers perceptions about their school culture. Five key features of a school growth mindset culture include: shared leadership, open communication, professional collaboration, clear goals and school plan, and support for and belief that all students can grow and 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.
  • The Multicultural Staff Development Teacher Survey analyzes the teachers' perceptions of multicultural education's benefits to their students and who and what is necessary for the students to receive those perceived benefits; the teachers' interest and motivation for attending a multicultural education workshop given a particular format; and the self-perceived awareness of the basic elements surrounding multicultural education. 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 SSN student survey measures 7 SEL competencies that are connected to persistance and success in students. The categories include academic self-efficacy, belonging, growth mindset, interpersonal skills, problem-solving, self-advocacy, and self-regulation. The survey is intended for students in grades 6-12.
  • The Learning and Study Strategies Inventory (3rd Edition) (LASSI) assesses awareness and use of learning and study strategies. It can be used diagnostically and prescriptively, for planning remediation enrichment, or as a pre-post measure for program evaluation. Subscore(s): There are 10 subscores: Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self Testing, Test Strategies, Time Management, Using Academic Resources 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.
  • COEMET is a classroom observation instrument that evaluates classroom culture and the use of specific math activities. It includes questions about how actively the teacher interacts with the children, how the teacher uses teachable math moments, how math is displayed in the physical environment of the room, how confident the teacher appears about math, etc. The specific math activities measured are not connected to a specific curriculum. 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.
  • ThinkReady (formerly C-PAS, CPAS) is an innovative assessment designed to track the development of Key Cognitive Strategies (KCS), which are the thinking skills necessary for college and career readiness and success. Through extensive research over more than a decade, Dr. David T. Conley, founder of the Educational Policy Improvement Center (EPIC), identified the KCS necessary for success in college or a career: Problem Formulation, Research, Interpretation, Communication, Precision/Accuracy, ThinkReady measures the KCS through performance tasks that teachers conduct within existing lesson plans and that align with their curricular requirements. ThinkReady guides and informs a school’s efforts to prepare students for success after high school graduation. The information generated measures student development of the KCS over time from grades 6–12 and helps all students develop important thinking skills, regardless of current academic skill level. The goal is to have an assessment system that schools, districts, and states can use to ensure that students have the thinking skills to be successful after they graduate from high 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.
  • The Social Problem Solving Inventory-Revised (SPSI-R) is published and sold by MHS Assesments (it is also distributed by Pearson). It contains 5 scales to measure different dimensions of social problem solving: Positive Problem Orientation, Negative Problem Orientation, Rational Problem Solving, Impulsivity/Carelessness Style, and Avoidance Style. It is an individual assessment with Likert-style responses appropriate for ages 13-18. Subscore(s): Positive Problem Orientation, Negative Problem orientation, Rational Problem Solving, (Problem Definition and Formulation, Generation of Alternative Solutions, Decision Making, Solution Implementation and Verification), Impulsivity/ Carelessness Style, Avoidance Style 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 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.
  • The Georgia Student Health Survey identifies safety and health issues that have a negative impact on student achievement and school climate. 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 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‚Äêseeking, (b) open‚Äêmindedness, (c) analyticity, (d) systematicity, (e) confidence in reasoning, (f) inquisitiveness, and (g) maturity of judgment. 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 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. 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 Science Discourse Instrument (SDI) is an observation tool and rubric used to evaluate the quality of discussions in science classrooms. There are six categories for observation in the SDI, which are considered essential to strong discourse in science classrooms, three of the categories focus on teachers and three focus on students. The categories for teachers are: asking open ended questions; pressing for explanation; and linking discussions. The categories for students are: explanation of ideas; co-constructing ideas with peers; and critiquing the reasoning of others. 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 this measure, FAS is used to assess children’s: Perceptions of Their Competence in Math and Literacy ‐‐ These items reflect the way a child feels about their abilities with numbers, letters, and reading (i.e., “how good they are with”, “how much they know about”, and “how good they are at learning something new”). Feelings About Their Teachers ‐‐ These items reflect how a child perceives their teacher to feel about them and how they feel about their teacher (i.e., doesn’t like at all to likes a lot). General Attitudes about School ‐‐ These items reflect (i.e., “how they feel about going to school,” “how fun the things they do in school are,” “how they feel when they are in 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.
  • The Alliance for the Study of School Climate (ASSC) offers a series of comprehensive School Climate Assessment Instruments (SCAI) and support services to assist schools in achieving a clear sense of where they are and where they can go. 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.
  • Pianta’s scales (Pianta, 1997; Pianta & Nimetz, 1991; Pianta, Steinberg, & Rollins, 1995), yield measures of the child's relationship with his/her teacher, regarding whether the relationship is conflicted, warm, troubled, open, or dependent. 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 Graduation Performance System (GPS) is a multidisciplinary, portfolio-based system that includes assessment components, professional development and curricular resources. It is designed to help teachers integrate global knowledge and skills into their instruction. 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 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.
  • Aligned with the Critical Thinking VALUE Rubric, this Assignment Design and Diagnostic Tool supports the creation or revision of assignments intended to produce student work that develops and accurately demonstrates a student’s critical thinking abilities. 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 Middle Years Development Instrument (MDI) is a self-report measure designed to assess children's wellbeing inside and outside of school. Subscore(s): There are five subscores: Social and emotional development, Connectedness to peers and adults at school, at home, and in the neighborhood, School experiences, Physical health, Wellbeing and constructive use of time after 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.
    Categories: Student Well-Being
    Tags: Belonging
  • The Early Childhood Environment Rating Scale (ECERS‐R) measures global quality in center‐based early childhood programs. The ECERS‐R can be used as a tool “to see how well a program is meeting children’s needs – to see whether children receive the protection, learning opportunities, and positive relationships they need for successful development” (Cryer, Harms & Riley, 2003, p. x). It can be used by researchers, practitioners, program monitors and early childhood professionals providing technical assistance to programs. The ECERS‐R is a revision of the ECERS originally published in 1980, which “… retains the original scale’s broad definition of environment, including those spatial, programmatic, and interpersonal features that directly affect the children and adults in an early childhood setting” (Harms, Clifford, & Cryer, 1998, p. 1). 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 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.
  • TeamUP is a package of teaching and learning activities based on a theoretically grounded assessment rubric (Hastie et al., 2014). This rubric was designed to guide student learning and to assess the teamwork skills that they practice while undertaking team-based academic assignments in higher education. The focus of the TeamUP Rubric is on the fundamental teamwork behaviours that can be taught, practised and assessed so that individual students are enabled to develop their skills over time. Students use the rubric to provide anonymous peer feedback to each other; the subject coordinator then assigns individual teamwork marks, taking into account peer feedback and other evidence such as project plans and meeting minutes. The other elements of TeamUP are six lectures and six associated skills practice tutorials on topics directly relevant to the skill domains referred to in the rubric. Subscore(s): Project Planning, Fostering a Team Climate, Facilitating the Contributions of Others, Conflict Management, Contributing to the Team, Teamwork 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.