A wellbeing survey is useful only when a school is prepared to respond. This template combines a short classroom check-in with a broader anonymous or identified survey. Schools should adapt the language for age, context and safeguarding requirements.
Five-question weekly check-in
- I felt safe in school this week.
- I had at least one adult I could approach.
- I felt included by other students.
- I could concentrate and participate in learning.
- I know where to seek help if something worries me.
Suggested response scale: Never, Rarely, Sometimes, Often, Almost Always. Add one optional question: “What would help next week?”
Broader term survey
Safety and support
- I feel safe in classrooms, corridors, transport and activity areas.
- Adults take student concerns seriously.
- I can report bullying or harmful behaviour safely.
Belonging and relationships
- I feel accepted as part of the school.
- I have at least one supportive friendship.
- Teachers know me and notice when I need help.
Learning and agency
- I understand what I am expected to learn.
- I can ask questions without embarrassment.
- I have meaningful opportunities to contribute.
Healthy routines
- I usually arrive rested and ready to learn.
- My workload feels manageable with good planning.
- Technology does not regularly interfere with my sleep or learning.
Administration safeguards
- Explain the purpose and who will see responses.
- Do not promise complete anonymity if identifiable safeguarding disclosures can be made.
- Provide an immediate help route alongside the survey.
- Use age-appropriate language and accessible formats.
- Restrict access to individual responses.
- Set a clear review and action timeline.
How to analyse results
Look at distributions rather than one average score. Compare grades, groups and time periods carefully. Identify strong areas, widespread concerns and small groups whose experience may be hidden in the overall result. Avoid publishing subgroup data that could identify students.
Action-planning table
| Finding | Possible cause | Action | Owner | Review date |
|---|---|---|---|---|
| Example: low sense of belonging in Grade 6 | Transition and new peer groups | Mentor check-ins and mixed-group activities | Grade coordinator | Four weeks |
Use this template with the Student Wellbeing in Schools guide. It is a reflection and improvement tool, not a clinical assessment instrument.
Optional open questions
- What helps you feel that you belong in school?
- Where or when do students feel least safe?
- What makes it easier to ask an adult for help?
- What is one change that would improve learning or wellbeing?
Age adaptation
For younger students, use three response options with clear symbols and administer the check-in with a trusted adult. For older students, retain a balanced scale and explain confidentiality carefully. Translation or supported completion may be required, but adults should avoid leading the answer.
Suggested reporting format
- Purpose, date and participating grades.
- Response rate and administration method.
- Three strengths supported by evidence.
- Three concerns requiring action.
- Any safeguarding matters handled separately.
- Actions, owners and review dates.
- How outcomes will be communicated to students.
Follow-up conversation prompts
- “Tell me more about when this happens.”
- “What would make the situation feel safer?”
- “Who already helps?”
- “Is there anything you are worried may happen after telling us?”
- “What should we explain before taking the next step?”
Interpreting results responsibly
A survey score should not be used to diagnose a student or rank teachers. Changes may reflect events, assessment periods, attendance or greater confidence in reporting. Combine survey findings with professional observation and existing school evidence.
Frequently asked questions
Should responses be anonymous?
Anonymous surveys may reveal broad patterns, while identified check-ins allow individual follow-up. Schools can use both for different purposes and must explain the distinction.
How often should schools survey students?
A short check-in can be used periodically with selected groups. A broader survey once or twice a year is often sufficient when schools act on the findings.