Wellbeing resources for schools

Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life.

Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain.

Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.

The Academic Focus and Engagement Survey is a new tool designed to explore students’ experiences in school, specifically focusing on their ability to concentrate in lessons and how engaged they feel with their learning.

What does the survey cover?
The survey is divided into two key areas:

• Academic Focus: 8 statements that assess concentration, such as staying on task, managing distractions, and focusing on teacher explanations.
• Engagement: 5 questions that look at students’ excitement for lessons, willingness to participate, and interest in discussing schoolwork outside of class.

Why was this survey created?
This survey is part of a pilot project with Essex LEA and Yondr, an organisation that helps schools tackle mobile phone distractions without needing to confiscate devices. By gathering insights from this survey, schools can better understand how reducing phone usage might improve focus and engagement.

Why is this important?
The role of mobile phones in schools is a growing topic of discussion - countries like Australia are even banning social media for under 16s. With this survey, we aim to contribute meaningful data to the debate, giving schools a way to measure and improve how students focus and engage in the classroom.

This survey isn’t just about identifying challenges; it’s about empowering schools to create environments where students can thrive academically.

Ready to learn more? Access the survey today and explore how we can better support focus and engagement in schools.

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The results from the "attitude to reading" survey for primary schools can be invaluable in helping you to drive and encourage autonomous, positive reading engagement across your whole school, where reading for pleasure is embedded into everyday school life. This survey helps you to learn about a pupil's attitude towards reading and can help you understand what your pupils are really thinking and feeling.

Created in partnership with the School Library Association and the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. Here are some of the many ways the results of this survey can be used:

• Insight into reading, helping you form the basis of a whole-school reading strategy
• Information to help guide "book stock" choices for your school
• Identify and help pupils that are in need of extra support but maybe don't want to say
• Results to help you measure the impact and progress of reading interventions

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The relationship between physical activity, obesity, and overall wellbeing is well-established. However, assessing physical activity goes beyond simply meeting guidelines. Physical activity encompasses a variety of behaviors in different settings with diverse purposes and intentions.

To gain a comprehensive understanding, it's important to explore attitudes and motives towards sport and physical activity. These factors play a crucial role in a child's resilience and overall wellbeing.

This survey delves into key attitudes and motives related to participation in sport and physical activity. By understanding these aspects, we can better support and promote active lifestyles among students.

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In recent years, researchers have estimated that concerns about body appearance do not only affect females but males as well. The latest research has estimated that the number of boys engaging in weight loss strategies range from 21.5 to 50%: one-third of adolescent boys prefers a thinner body size, and another one-third prefers a larger and more muscular body (Choane & Pope, 2001; Furnhman & Calnan, 1998; McCabe & Ricciardelli, 2001, 2003, 2004).

Moreover, McCabe and Ricciardelli (2005a) indicated that already at the age of eight, boys focus on increasing the size of their muscles and are already receiving messages to achieve this goal. Gender differences are clear: boys focus on the muscular apparatus, while girls focus on weight loss and body image and appearance.

The Body Esteem Scale focuses on 3 areas - (1) Appearance: the general feeling about appearance; (2) Weight: weight satisfaction; (3) Attribution: the evaluation attributed to others about one’s own body and appearance

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30-items to assess an individual’s tendency to engage in social comparison in domains related to the body, eating, and exercise.

The Child Relationship Survey has been developed by the #2 world-leading researcher in the impacts of bullying behaviour, Professor Dieter Wolke. Bullying is a prevalent issue in educational settings on a global scale, with current data identifying that 1 in 3 children report incidences of bullying (World Health Organisation).

This survey not only explores the child’s relationships with their peers but also goes a step further to develop an understanding of the impact of sibling relationships on a child's developmental behaviours. More recently the survey has incorporated the pressing issue of cyberbullying and the negative impact upon victims, highlighting the accessibility that young people have to this media.

The survey drills down to identify the types of bullying that occur within a setting and the number of instances, allowing the formulation of action plans and specific interventions, again adopting a positive proactive approach to dealing with bullying.

It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on access to devices, social media and websites, but what pupils enjoy doing whilst online and their attitudes and behaviour whilst online.

It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on the time and types of social media usage, but their attitudes and behaviour whilst online.

The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges.

Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder

Food behaviours, attitudes, environments and knowledge are relevant for childhood obesity prevention, as are dietary patterns which promote positive energy balance.

Loughborough University have developed a questionnaire booklet (using previously used/validated questionnaires) for an intervention study on screen-time and diet.

There are 17 questions from this booklet in this survey covering the dietary behaviours of children.

Taking the key themes of the health module of the Millenium Cohort Study, known as 'Child of the New Century', this survey looks at eating and drinking behaviours of young children.

The Millennium Cohort Study has provided important evidence to show how circumstances in the early stages of life can influence later health and development.

KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting children between the ages of 7 and 13 (there are also versions for other age groups). It was developed in order to remedy the discrepancy between the urgency of the issue quality of life of adolescents and the lack of solutions available.

KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting young people in adolescence.

Our Kindness Survey (developed in partnership with Kidscape) is a perfect way to celebrate kindness days in and out of school, helping pupils reflect on what kindness means to them and how it’s practiced in their daily interactions. With thoughtfully crafted questions like "What does kindness mean to you?" and "Pupils in my school are kind to those who feel different," the survey encourages students of all ages to explore how they show and receive kindness within the school community.

Why Use This Survey?
The insights you gather can help you understand how different age groups perceive and demonstrate kindness, giving you valuable feedback to foster a more supportive and inclusive environment. From creating vibrant classroom displays to generating word clouds for assemblies or newsletters, the possibilities for sharing and celebrating these insights are endless.

Whether you're looking to spark meaningful conversations or identify areas for improvement, this survey is a powerful tool to promote a culture of empathy and kindness in your school.

Start today and inspire a kinder, more connected school community!

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The Learning Emotions Math Survey can help schools find out how students feel about math. It asks about specific emotions like relief, shame, enjoyment, anxiety, pride, boredom, hope, and disappointment. By understanding these feelings, teachers can get insights into how students experience math. This helps them teach in ways that support students better, identify areas where students might need more help, and create a positive and enjoyable learning environment for math.

The survey is split into two separate surveys with 24 questions in each.

The "Me and My Feelings" survey is a mental health and wellbeing assessment tool designed to help schools better understand the emotional wellbeing of their students. Typically used with children aged 8 to 16 and focusing on measuring emotional and behavioural difficulties, as well as positive aspects of mental health.

The survey aims to identify children and young people who may be struggling with emotional or behavioural difficulties that could impact their mental health and overall school experience. It provides insight into areas like anxiety, depression, anger, and social wellbeing making it a very effective and insightful measure (it's popular amongst our schools!).

Schools tell us they like this measure because:

• It's short and easy to administer, making it accessible for use within school environments.
• It contains Likert scale questions (i.e. "Never," "Sometimes," "Always") to gauge how frequently children experience certain emotions or behaviours.
• It promotes early identification of students who may need extra emotional support (helping schools to meet their KCSIE expectations)
• The data collected can inform school-wide mental health strategies and support resource allocation for wellbeing programs.

Take a look and see if it suitable for your school.

The Multidimensional Test Anxiety Scale (MTAS) was developed as instrument for measuring test, or examination anxiety (henceforth referred to as test anxiety), in populations of secondary school students aged 11 to 19 years. The 16 items correspond to two cognitive subscales and two affective-physiological subscales.

The MTAS consists of 16 items that ask how students generally feel before, during, or after, tests or examinations. These items are intended to measure relatively stable individual differences in the tendency for students to appraise tests and examinations as a threat and become anxious. A highly test anxious student will show a greater tendency to appraise tests and test-like situations (those situations where one’s performance will be assessed in some way) as threatening and respond with greater anxiety.

The two cognitive subscales are Worry over Failure and Perceived Cognitive Interference (i.e. one’s perception of how anxiety interferes with the cognitive processes required in tests such as memory and concentration). The two affective-physiological subscales are Feelings of Tension and Perceived Physiological Indicators of Anxiety.

This survey is a global self-report measure of life satisfaction. It measures a pupil's life satisfaction in five key domains (family, friends, school, self and living environment), with the aim of promoting positive psychological wellbeing. The design enables this survey to be used across a range of ages and ability levels; not only providing an illustration of satisfaction within five specific areas, but also giving a clear overview of more general life satisfaction.

The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.

This survey can offer your school a fantastic insight into wellbeing across key categories in school, helping you:

• Prepare for an inspection
• Take control during an inspection
• Quickly highlight school-based priorities
• Collect valuable feedback
• Showcase great results

This exclusive survey has been produced in partnership with online safety specialists Online Safety UK to help schools understand and monitor the online experiences of pupils. The survey measures pupils’ online behaviours and provides teachers with a picture of whether pupils are equipped with the skills they need to navigate their online activities safely. Here are some examples of the things you might do with the results:

• Pupil-led assembly. Pupils present survey findings in a school assembly, promoting open dialogue and understanding among students, parents, and teachers about online experiences and safety
• Curriculum enhancement. Use survey insights to enrich the curriculum with targeted lessons on online safety, fostering a proactive approach to responsible online behaviour practices
• Parent-teacher meetings. Share survey results with teachers to create customised support plans for students, organise workshops for parents based on the findings

A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

This survey captures a child's feedback on their relationship with their parent/step-parents/carer they have the closest relationship with through a series of scenario's.

For example, Selected parent/step-parents/carer...gives lots of care and attention to me; ...is easy to talk to; ...makes me feel better after I discuss my worries with him/her

Self-efficacy is an individuals' confidence in their ability to successfully perform a particular task. Self-efficacy beliefs therefore play a role in maintenance of health behaviours over time. This survey aims to assess self-efficacy beliefs related to physical activity engagement.

The survey includes important questions such as:

• "I think I can be physically active no matter how busy my day is."
• "I think I can be physically active after school even if my friends want me to do something else."
• "I think I can ask my parent/guardian to get me the equipment I need to be physically active."
• "I think I can be physically active after school even if I could watch TV or play video games instead."

By exploring these aspects of self-efficacy, we can better understand how to support and empower students in adopting and maintaining active lifestyles despite potential barriers.

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Physical self-concept is considered to be an important psychological outcome, and factors associated with the self regulation of physical activity such as attitudes and intention Importantly, physical self-concept is viewed as an important contributor to perceptions of self-worth in multidimensional, hierarchical models of self-esteem.

The physical self is defined as an individual’s perception of himself or herself in aspects of physical domains such as strength, endurance, sport ability, and physical appearance.

This survey aims to find out more about the reading parents/carers do with their children.

This scale is extensively used in cross-cultural studies in up to 53 different nations. It is a 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self. Low self-esteem is significantly related to depression, suicide ideation, victimisation, delinquency, eating disorders and low happiness. This survey is therefore a highly valued indicator of a student's mental health; allowing staff to identify and, as a result, direct help to any student who registers as having low self-esteem.

In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. Schools also provide a unique context for learning when receptiveness and capacity for attitudinal and behavioural modification is probably at its greatest. It is not surprising, therefore, that various attempts have been made in the past to promote children’s health and fitness through the school curriculum

However it is important to understand an activity profile that includes transport to school and parents who provided either more role modelling or logistic support for Physical Activity may also be more likely to facilitate active travel as part of the overall supportive approach to Physical Activity within the household. This survey focuses on school travel mode and parenting practices and modelling of behaviour

Sleep is an important contributor to physical and mental health. However, chronic sleep deprivation has become common in adolescents, especially on weekdays. Indeed there has been a decline of 0.75 min/night/year in sleep duration over the last 100 years, with the greatest rate of decline in sleep occurring for adolescents and on school days.

Furthermore, insufficient sleep as a possible cause of weight gain and obesity has received considerable attention in the media and scientific literature over the past decade - as lack of sleep impacts on eating and activity behaviours. This survey covers some key questions compiled by Loughborough University, who have engaged in a body of research looking at the interconnections between sleep, sedentary behaviour, physical activity and diet

Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health.

For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders

The Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) is one of the most commonly used self-report measures of endorsement of Western appearance ideals. This 30-item self-report measure provided four subscales: Information (nine items; e.g., “TV programs are an important source of information about fashion and being attractive”), Pressures (seven items; e.g., “I’ve felt pressure from TV or magazines to lose weight”), Internalization—General (nine items; e.g., “I compare my body to the bodies of TV and movie stars”), and Internalization—Athlete (five items; e.g., “I try to look like sports athletes”). The SATAQ-3 has been used in many populations including adolescents, college students, and community samples.

The scale consists of six subscales aimed at assessing specific types of anxiety: Social Phobia (SP), Panic disorder (PD), agoraphobia (AP), Generalised Anxiety disorder (GAD), obsessive compulsive disorder (OCD), Separation anxiety disorder (SAD), and specific phobias (PFI[fear of physical injury]).

Subscales are scored separately to produce scores pertinent to the specific sub-construct, and also added together for an overall anxiety symptoms score. Since its creation, the scale has become a standard questionnaire and its psychometrics have been tested thoroughly in a multitude of studies across several countries.

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Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves.

The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes.

The Stirling Children's Wellbeing Scale is a questionnaire designed to measure emotional and psychological wellbeing in children aged 8 to 15 years and is ideal for measuring wellbeing in a primary and secondary school. The survey consists of 15 positively worded questions that aim to provide a holistic view of children's wellbeing.

The questions cover a range of topics, including positive emotions, relationships with others, and sense of purpose. The results of the survey can provide valuable insights into the emotional and psychological wellbeing of students, and can inform the development of interventions or programs to promote student wellbeing.

Unique to the BounceTogether platform, schools can compare their own results to a large sample giving them more perspective compared to what you will find anywhere else. It's a highly regarded survey, that's trusted by hundreds of school on the BounceTogether platform.

Research has shown how various types of student subjective well-being are related to positive educational outcomes. Student subjective well-being has been shown to correlate positively with achievement (particularly in primary school students) and feeling accepted and fitting in at school (particularly in secondary school students).

The SSWQ is a 16-item measure for assessing subjective wellbeing of pupils in the school environment. It includes 4 key areas of school life and wellbeing looking deeper into school connectedness and belonging, academic efficacy, joy of learning and educational purpose. School connectedness is linked to levels of anxiety and Emotionally Based School Avoidance (EBSA)

• School connectedness is defined as feeling cared for by and relating well to others at school;
• Academic efficacy is defined as appraising one’s academic behaviours as effectively meeting environmental demands;
• Joy of learning is defined as experiencing positive emotions and cognitions when engaged in academic tasks;
• Educational purpose is defined as appraising school and academic tasks as important and meaningful.

Subscale scores can be used as standalone wellbeing indicators or summed to create a Overall Student Wellbeing composite scale.

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Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes.

Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement.

The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioural, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome

The Children’s Eating Attitude Test (ChEAT) is a modified version of the Eating Attitudes Test. The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder.

The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges. Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process.

According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder.

Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total).

A substantial body of research has shown significant positive associations between scores on the DERS (specifically the total score) and symptoms of a range of psychological disorders, including borderline personality disorder (Gratz et al., 2006), generalized anxiety disorder (Mennin et al., 2002), substance use disorders (Fox et al., 2007; Gratz and Tull, 2010), social anxiety (Rusch et al., 2012), health anxiety (Bardeen and Fergus, 2014), post-traumatic stress disorder (Ehring and Quack, 2010), and bipolar disorder (Becerra et al., 2013; Van Rheenen et al., 2015).

The DERS short form (DERS-SF) instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.

The General Self-Efficacy Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout, and anxiety. It has been found that a strong sense of personal efficacy is related to better health, higher achievement and better social integration

The Perceived Stress Scale (PSS) is the most widely used psychological instrument for measuring the perception of stress. It is a measure of the degree to which situations in one’s life are appraised as stressful. Items were designed to tap how unpredictable, uncontrollable, and overloaded respondents find their lives. High levels of stress are associated with poor self-reported health, elevated blood pressure, depression, and susceptibility to infection.

The PSS-C is helpful for the early identification of children at risk of anxiety/stress. This is important because stress appears to result in increased vulnerability for poorer school outcomes and reduced home functional performance, as well as resulting in problems with overall health, mental health and body weight. An effective and efficient assessment for early identification of anxiety/stress in children assists in the development of appropriate interventions.

Being that body image results from a coming together of different factors, the Adolescent Body Image Satisfaction Scale for males (ABISS) helps to identify 3 subscales that attend to how adolescent males perceive their body image.

The first subscale, body competence, helps explain how people may place value in the development of their body from a positive perspective. Closely related to body competence, body inadequacy emerged as the second subscale. For example, feeling ignored, intimidated, and unattractive by other people demonstrates how an adolescent may develop a negative body image.

Other factors, such as feeling insecure and weak, also relate to feeling inadequate relative to a social standard of comparison. Internal conflict was a third subscale that emerged and includes 4 items that capture the balance between an adolescent’s positive and negative perceptions of body image. For example , being critical of one’s body, and seeking reassurance from others concerning appearance

Sport England run an Active Lives Children and Young People Survey (covering years 1-11), which is published annually and gives a comprehensive view of how people are getting active

This survey covers the key themes included in the Active Lives Children and Young People Survey for levels of activity (during the school day and outside school) and types of activity. This survey can then be used in conjunction with other surveys from the (1) Physical Activity and Behaviours category e.g.Attitudes to Physical Activity; Time spent not being active; School travel mode and parental physical activity practices; Sleeping habits; (2) Perceptions of Self category e.g. Physical Self Perception Profile; and (3) Mental wellbeing category, to draw some key associations and linkages between physical activity and wellbeing

In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. However it is important to understand how many hours a day, including weekends, children spend time being inactive and what are they spending time on being inactive e.g. Using a phone or texting ; Using a games console or other video game device.

Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). The questionnaire comprises 30 short statements, two for each of the 15 trait Emotional intelligence (EI) facets, designed to measure global trait EI. Example items include ‘I can control my anger when I want to’, ‘I feel good about myself ’ and ‘I’m good at getting along with my classmates’.

Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). This questionnaire measures Emotional Intelligence (mixed and trait), Perceptions of Self, Social and Emotional Competence.

The WEMWBS is a positively worded scale for the measurement of mental wellbeing. The scale has been widely used nationally and internationally for monitoring, evaluating projects and programmes and investigating the determinants of mental wellbeing. In some cases the WEMBS is free to download/use but you must first register for copyright purposes. https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs

Transition is an exciting but challenging time for children, especially in Year 6, when the majority  will be moving schools, meeting new people, and building new friendships.

Most children will be looking forward to these changes and recognise them as part of growing up. However, like any change, transition brings a sense of uncertainty, and this can cause children to feel anxious. If transition is not carefully managed, these feelings can have a negative impact on wellbeing, achievement, and attendance.

This survey explores feelings and perceptions around the transition process for year 6 pupils.

This survey has been designed to capture insights into students' perceptions and feelings as they transition into a new school. The data collected will provide valuable feedback to help schools understand pupils' experiences and identify areas where they can offer better support.

Benefits:

• Gain a comprehensive understanding of students' transition experiences.
• Identify strengths and areas for improvement in the transition process.
• Develop targeted support strategies to enhance student wellbeing.
• Foster a more inclusive and supportive school environment.

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Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life.

Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain.

Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.

The Academic Focus and Engagement Survey is a new tool designed to explore students’ experiences in school, specifically focusing on their ability to concentrate in lessons and how engaged they feel with their learning.

What does the survey cover?
The survey is divided into two key areas:

• Academic Focus: 8 statements that assess concentration, such as staying on task, managing distractions, and focusing on teacher explanations.
• Engagement: 5 questions that look at students’ excitement for lessons, willingness to participate, and interest in discussing schoolwork outside of class.

Why was this survey created?
This survey is part of a pilot project with Essex LEA and Yondr, an organisation that helps schools tackle mobile phone distractions without needing to confiscate devices. By gathering insights from this survey, schools can better understand how reducing phone usage might improve focus and engagement.

Why is this important?
The role of mobile phones in schools is a growing topic of discussion - countries like Australia are even banning social media for under 16s. With this survey, we aim to contribute meaningful data to the debate, giving schools a way to measure and improve how students focus and engage in the classroom.

This survey isn’t just about identifying challenges; it’s about empowering schools to create environments where students can thrive academically.

Ready to learn more? Access the survey today and explore how we can better support focus and engagement in schools.

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The results from the "attitude to reading" survey for primary schools can be invaluable in helping you to drive and encourage autonomous, positive reading engagement across your whole school, where reading for pleasure is embedded into everyday school life. This survey helps you to learn about a pupil's attitude towards reading and can help you understand what your pupils are really thinking and feeling.

Created in partnership with the School Library Association and the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. Here are some of the many ways the results of this survey can be used:

• Insight into reading, helping you form the basis of a whole-school reading strategy
• Information to help guide "book stock" choices for your school
• Identify and help pupils that are in need of extra support but maybe don't want to say
• Results to help you measure the impact and progress of reading interventions

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The relationship between physical activity, obesity, and overall wellbeing is well-established. However, assessing physical activity goes beyond simply meeting guidelines. Physical activity encompasses a variety of behaviors in different settings with diverse purposes and intentions.

To gain a comprehensive understanding, it's important to explore attitudes and motives towards sport and physical activity. These factors play a crucial role in a child's resilience and overall wellbeing.

This survey delves into key attitudes and motives related to participation in sport and physical activity. By understanding these aspects, we can better support and promote active lifestyles among students.

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In recent years, researchers have estimated that concerns about body appearance do not only affect females but males as well. The latest research has estimated that the number of boys engaging in weight loss strategies range from 21.5 to 50%: one-third of adolescent boys prefers a thinner body size, and another one-third prefers a larger and more muscular body (Choane & Pope, 2001; Furnhman & Calnan, 1998; McCabe & Ricciardelli, 2001, 2003, 2004).

Moreover, McCabe and Ricciardelli (2005a) indicated that already at the age of eight, boys focus on increasing the size of their muscles and are already receiving messages to achieve this goal. Gender differences are clear: boys focus on the muscular apparatus, while girls focus on weight loss and body image and appearance.

The Body Esteem Scale focuses on 3 areas - (1) Appearance: the general feeling about appearance; (2) Weight: weight satisfaction; (3) Attribution: the evaluation attributed to others about one’s own body and appearance

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30-items to assess an individual’s tendency to engage in social comparison in domains related to the body, eating, and exercise.

The Child Relationship Survey has been developed by the #2 world-leading researcher in the impacts of bullying behaviour, Professor Dieter Wolke. Bullying is a prevalent issue in educational settings on a global scale, with current data identifying that 1 in 3 children report incidences of bullying (World Health Organisation).

This survey not only explores the child’s relationships with their peers but also goes a step further to develop an understanding of the impact of sibling relationships on a child's developmental behaviours. More recently the survey has incorporated the pressing issue of cyberbullying and the negative impact upon victims, highlighting the accessibility that young people have to this media.

The survey drills down to identify the types of bullying that occur within a setting and the number of instances, allowing the formulation of action plans and specific interventions, again adopting a positive proactive approach to dealing with bullying.

It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on the time and types of social media usage, but their attitudes and behaviour whilst online.

The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges.

Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder

Taking the key themes of the health module of the Millenium Cohort Study, known as 'Child of the New Century', this survey looks at eating and drinking behaviours of young children.

The Millennium Cohort Study has provided important evidence to show how circumstances in the early stages of life can influence later health and development.

KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting young people in adolescence.

Our Kindness Survey (developed in partnership with Kidscape) is a perfect way to celebrate kindness days in and out of school, helping pupils reflect on what kindness means to them and how it’s practiced in their daily interactions. With thoughtfully crafted questions like "What does kindness mean to you?" and "Pupils in my school are kind to those who feel different," the survey encourages students of all ages to explore how they show and receive kindness within the school community.

Why Use This Survey?
The insights you gather can help you understand how different age groups perceive and demonstrate kindness, giving you valuable feedback to foster a more supportive and inclusive environment. From creating vibrant classroom displays to generating word clouds for assemblies or newsletters, the possibilities for sharing and celebrating these insights are endless.

Whether you're looking to spark meaningful conversations or identify areas for improvement, this survey is a powerful tool to promote a culture of empathy and kindness in your school.

Start today and inspire a kinder, more connected school community!

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The "Me and My Feelings" survey is a mental health and wellbeing assessment tool designed to help schools better understand the emotional wellbeing of their students. Typically used with children aged 8 to 16 and focusing on measuring emotional and behavioural difficulties, as well as positive aspects of mental health.

The survey aims to identify children and young people who may be struggling with emotional or behavioural difficulties that could impact their mental health and overall school experience. It provides insight into areas like anxiety, depression, anger, and social wellbeing making it a very effective and insightful measure (it's popular amongst our schools!).

Schools tell us they like this measure because:

• It's short and easy to administer, making it accessible for use within school environments.
• It contains Likert scale questions (i.e. "Never," "Sometimes," "Always") to gauge how frequently children experience certain emotions or behaviours.
• It promotes early identification of students who may need extra emotional support (helping schools to meet their KCSIE expectations)
• The data collected can inform school-wide mental health strategies and support resource allocation for wellbeing programs.

Take a look and see if it suitable for your school.

The Multidimensional Test Anxiety Scale (MTAS) was developed as instrument for measuring test, or examination anxiety (henceforth referred to as test anxiety), in populations of secondary school students aged 11 to 19 years. The 16 items correspond to two cognitive subscales and two affective-physiological subscales.

The MTAS consists of 16 items that ask how students generally feel before, during, or after, tests or examinations. These items are intended to measure relatively stable individual differences in the tendency for students to appraise tests and examinations as a threat and become anxious. A highly test anxious student will show a greater tendency to appraise tests and test-like situations (those situations where one’s performance will be assessed in some way) as threatening and respond with greater anxiety.

The two cognitive subscales are Worry over Failure and Perceived Cognitive Interference (i.e. one’s perception of how anxiety interferes with the cognitive processes required in tests such as memory and concentration). The two affective-physiological subscales are Feelings of Tension and Perceived Physiological Indicators of Anxiety.

This survey is a global self-report measure of life satisfaction. It measures a pupil's life satisfaction in five key domains (family, friends, school, self and living environment), with the aim of promoting positive psychological wellbeing. The design enables this survey to be used across a range of ages and ability levels; not only providing an illustration of satisfaction within five specific areas, but also giving a clear overview of more general life satisfaction.

The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.

This survey can offer your school a fantastic insight into wellbeing across key categories in school, helping you:

• Prepare for an inspection
• Take control during an inspection
• Quickly highlight school-based priorities
• Collect valuable feedback
• Showcase great results

This exclusive survey has been produced in partnership with online safety specialists Online Safety UK to help schools understand and monitor the online experiences of pupils. The survey measures pupils’ online behaviours and provides teachers with a picture of whether pupils are equipped with the skills they need to navigate their online activities safely. Here are some examples of the things you might do with the results:

• Pupil-led assembly. Pupils present survey findings in a school assembly, promoting open dialogue and understanding among students, parents, and teachers about online experiences and safety
• Curriculum enhancement. Use survey insights to enrich the curriculum with targeted lessons on online safety, fostering a proactive approach to responsible online behaviour practices
• Parent-teacher meetings. Share survey results with teachers to create customised support plans for students, organise workshops for parents based on the findings

A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

This survey captures a child's feedback on their relationship with their parent/step-parents/carer they have the closest relationship with through a series of scenario's.

For example, Selected parent/step-parents/carer...gives lots of care and attention to me; ...is easy to talk to; ...makes me feel better after I discuss my worries with him/her

Self-efficacy is an individuals' confidence in their ability to successfully perform a particular task. Self-efficacy beliefs therefore play a role in maintenance of health behaviours over time. This survey aims to assess self-efficacy beliefs related to physical activity engagement.

The survey includes important questions such as:

• "I think I can be physically active no matter how busy my day is."
• "I think I can be physically active after school even if my friends want me to do something else."
• "I think I can ask my parent/guardian to get me the equipment I need to be physically active."
• "I think I can be physically active after school even if I could watch TV or play video games instead."

By exploring these aspects of self-efficacy, we can better understand how to support and empower students in adopting and maintaining active lifestyles despite potential barriers.

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Physical self-concept is considered to be an important psychological outcome, and factors associated with the self regulation of physical activity such as attitudes and intention Importantly, physical self-concept is viewed as an important contributor to perceptions of self-worth in multidimensional, hierarchical models of self-esteem.

The physical self is defined as an individual’s perception of himself or herself in aspects of physical domains such as strength, endurance, sport ability, and physical appearance.

In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. Schools also provide a unique context for learning when receptiveness and capacity for attitudinal and behavioural modification is probably at its greatest. It is not surprising, therefore, that various attempts have been made in the past to promote children’s health and fitness through the school curriculum

However it is important to understand an activity profile that includes transport to school and parents who provided either more role modelling or logistic support for Physical Activity may also be more likely to facilitate active travel as part of the overall supportive approach to Physical Activity within the household. This survey focuses on school travel mode and parenting practices and modelling of behaviour

Sleep is an important contributor to physical and mental health. However, chronic sleep deprivation has become common in adolescents, especially on weekdays. Indeed there has been a decline of 0.75 min/night/year in sleep duration over the last 100 years, with the greatest rate of decline in sleep occurring for adolescents and on school days.

Furthermore, insufficient sleep as a possible cause of weight gain and obesity has received considerable attention in the media and scientific literature over the past decade - as lack of sleep impacts on eating and activity behaviours. This survey covers some key questions compiled by Loughborough University, who have engaged in a body of research looking at the interconnections between sleep, sedentary behaviour, physical activity and diet

Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health.

For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders

Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health.

For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders

The Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) is one of the most commonly used self-report measures of endorsement of Western appearance ideals. This 30-item self-report measure provided four subscales: Information (nine items; e.g., “TV programs are an important source of information about fashion and being attractive”), Pressures (seven items; e.g., “I’ve felt pressure from TV or magazines to lose weight”), Internalization—General (nine items; e.g., “I compare my body to the bodies of TV and movie stars”), and Internalization—Athlete (five items; e.g., “I try to look like sports athletes”). The SATAQ-3 has been used in many populations including adolescents, college students, and community samples.

The scale consists of six subscales aimed at assessing specific types of anxiety: Social Phobia (SP), Panic disorder (PD), agoraphobia (AP), Generalised Anxiety disorder (GAD), obsessive compulsive disorder (OCD), Separation anxiety disorder (SAD), and specific phobias (PFI[fear of physical injury]).

Subscales are scored separately to produce scores pertinent to the specific sub-construct, and also added together for an overall anxiety symptoms score. Since its creation, the scale has become a standard questionnaire and its psychometrics have been tested thoroughly in a multitude of studies across several countries.

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Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves.

The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes.

The Stirling Children's Wellbeing Scale is a questionnaire designed to measure emotional and psychological wellbeing in children aged 8 to 15 years and is ideal for measuring wellbeing in a primary and secondary school. The survey consists of 15 positively worded questions that aim to provide a holistic view of children's wellbeing.

The questions cover a range of topics, including positive emotions, relationships with others, and sense of purpose. The results of the survey can provide valuable insights into the emotional and psychological wellbeing of students, and can inform the development of interventions or programs to promote student wellbeing.

Unique to the BounceTogether platform, schools can compare their own results to a large sample giving them more perspective compared to what you will find anywhere else. It's a highly regarded survey, that's trusted by hundreds of school on the BounceTogether platform.

Research has shown how various types of student subjective well-being are related to positive educational outcomes. Student subjective well-being has been shown to correlate positively with achievement (particularly in primary school students) and feeling accepted and fitting in at school (particularly in secondary school students).

The SSWQ is a 16-item measure for assessing subjective wellbeing of pupils in the school environment. It includes 4 key areas of school life and wellbeing looking deeper into school connectedness and belonging, academic efficacy, joy of learning and educational purpose. School connectedness is linked to levels of anxiety and Emotionally Based School Avoidance (EBSA)

• School connectedness is defined as feeling cared for by and relating well to others at school;
• Academic efficacy is defined as appraising one’s academic behaviours as effectively meeting environmental demands;
• Joy of learning is defined as experiencing positive emotions and cognitions when engaged in academic tasks;
• Educational purpose is defined as appraising school and academic tasks as important and meaningful.

Subscale scores can be used as standalone wellbeing indicators or summed to create a Overall Student Wellbeing composite scale.

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Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes.

Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement.

The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioural, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome

Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total).

A substantial body of research has shown significant positive associations between scores on the DERS (specifically the total score) and symptoms of a range of psychological disorders, including borderline personality disorder (Gratz et al., 2006), generalized anxiety disorder (Mennin et al., 2002), substance use disorders (Fox et al., 2007; Gratz and Tull, 2010), social anxiety (Rusch et al., 2012), health anxiety (Bardeen and Fergus, 2014), post-traumatic stress disorder (Ehring and Quack, 2010), and bipolar disorder (Becerra et al., 2013; Van Rheenen et al., 2015).

The DERS short form (DERS-SF) instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.

The General Self-Efficacy Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout, and anxiety. It has been found that a strong sense of personal efficacy is related to better health, higher achievement and better social integration

The Perceived Stress Scale (PSS) is the most widely used psychological instrument for measuring the perception of stress. It is a measure of the degree to which situations in one’s life are appraised as stressful. Items were designed to tap how unpredictable, uncontrollable, and overloaded respondents find their lives. High levels of stress are associated with poor self-reported health, elevated blood pressure, depression, and susceptibility to infection.

Being that body image results from a coming together of different factors, the Adolescent Body Image Satisfaction Scale for males (ABISS) helps to identify 3 subscales that attend to how adolescent males perceive their body image.

The first subscale, body competence, helps explain how people may place value in the development of their body from a positive perspective. Closely related to body competence, body inadequacy emerged as the second subscale. For example, feeling ignored, intimidated, and unattractive by other people demonstrates how an adolescent may develop a negative body image.

Other factors, such as feeling insecure and weak, also relate to feeling inadequate relative to a social standard of comparison. Internal conflict was a third subscale that emerged and includes 4 items that capture the balance between an adolescent’s positive and negative perceptions of body image. For example , being critical of one’s body, and seeking reassurance from others concerning appearance

Sport England run an Active Lives Children and Young People Survey (covering years 1-11), which is published annually and gives a comprehensive view of how people are getting active

This survey covers the key themes included in the Active Lives Children and Young People Survey for levels of activity (during the school day and outside school) and types of activity. This survey can then be used in conjunction with other surveys from the (1) Physical Activity and Behaviours category e.g.Attitudes to Physical Activity; Time spent not being active; School travel mode and parental physical activity practices; Sleeping habits; (2) Perceptions of Self category e.g. Physical Self Perception Profile; and (3) Mental wellbeing category, to draw some key associations and linkages between physical activity and wellbeing

In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. However it is important to understand how many hours a day, including weekends, children spend time being inactive and what are they spending time on being inactive e.g. Using a phone or texting ; Using a games console or other video game device.

Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). The questionnaire comprises 30 short statements, two for each of the 15 trait Emotional intelligence (EI) facets, designed to measure global trait EI. Example items include ‘I can control my anger when I want to’, ‘I feel good about myself ’ and ‘I’m good at getting along with my classmates’.

The WEMWBS is a positively worded scale for the measurement of mental wellbeing. The scale has been widely used nationally and internationally for monitoring, evaluating projects and programmes and investigating the determinants of mental wellbeing. In some cases the WEMBS is free to download/use but you must first register for copyright purposes. https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs

Kidscape and BounceTogether have designed 3 short surveys based on the theme of kindness, to help you measure experiences of kindness within the school community. This survey is for parents/carers.

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Schools can use this survey to encourage parents and carers to share their experiences of their child's school. These are the same questions used as part of the Ofsted Parent View.

Whether you are expecting an inspection or not, this survey can offer your school a fantastic insight into wellbeing across key categories in school, helping you:

• Prepare for an inspection
• Take control during an inspection
• Quickly highlight school-based priorities
• Collect valuable feedback
• Showcase great results

This questionnaire has been designed in partnership with Governors for Schools to help you gain more understanding about parental/carer views towards a school's wellbeing and mental health environment, policies and culture.