WELLBEING Using data-informed decisions to improve wellbeing
In his column this month for Education Today, MARK SOLOMONS, creator of Welbee, the online evaluation and staff wellbeing improvement tool and six-times winner in the ERA Awards, discusses data-driven wellbeing.
engagement levels for both students and staff, can provide additional context about wellbeing.
Using data to inform action The true power of data doesn’t lie in its collection - that’s the easy bit - it lies in how it is used and whether it is actionable. There need to be clear processes in place to analyse data, for it to inform decisions that lead to real-world change.
Here’s a quick guide to making data-informed decisions for improving wellbeing: 1. Create a wellbeing dashboard: Identify data points that are important and present an overall view of the wellbeing landscape. This will help leaders track progress and identify areas in need of immediate and longer-term attention.
E
ffective leadership and a supportive culture are essential for promoting wellbeing in schools, MATs and colleges, but gathering the right stakeholder feedback also helps improve wellbeing and ultimately performance. Data- driven decision-making is not new, but its application in fostering wellbeing, especially in education, is only just beginning to gain the traction it deserves.
The latest Teacher Wellbeing Index from Education Support highlights stark statistics about the state of wellbeing in education, with an overwhelming majority of education staff reporting high levels of work-related stress and burnout. This should serve as a call to action for schools and trusts, to use available data more effectively, and instead of reacting to one-off issues, anecdotal evidence or waiting for staff to reach breaking point, adopt a proactive approach that regularly reviews existing information.
The role of data
Currently, the use of data has a much greater focus on measuring student outcomes. These metrics are critical for tracking academic performance, but only offer part of the picture of a school or MATs overall health. What is often missing is the effective use of data relating to wellbeing and the school climate. Available data is about everyone in the school community, from the information stored in your MIS, to qualitative information collected from staff, students and parents through surveys. The challenge is to use this data effectively.
Wellbeing as a data-driven goal Measuring wellbeing needs to be informed by solid and reliable data, which starts with understanding the type of data available, and
how to use it to benefit the whole community. Capturing stakeholder feedback provides much-needed diagnostic information. This data allows schools to track trends, identify patterns, and tailor interventions to address the specific needs of their community. More importantly, it empowers leadership teams to make decisions that are not based on ‘gut feeling’ but backed by solid evidence.
Collecting the right data
So, what kind of data should schools and MATs be collecting to improve wellbeing? Staff wellbeing surveys: Regular surveys that capture the mental health, stress levels, job satisfaction, and overall wellbeing of staff are crucial. These surveys should go beyond surface-level questions, to delve into those areas that make up culture. Student feedback: Students’ perceptions of their school environment, relationships with teachers, and their own wellbeing can provide valuable insights.
Parental engagement: Parent feedback is often overlooked but can be highly insightful. Schools should actively seek parental input on school culture, communication, and how well they feel the school supports both academic and emotional development. Turnover and absence rates: High levels of absenteeism among staff or students are likely to be a red flag for deeper wellbeing issues. Likewise, high staff turnover rates are likely to indicate dissatisfaction or burnout. Professional development: The uptake and effectiveness of professional development programs and resources, including those focused on wellbeing or leadership support, can be measured to ensure that investments are making a difference.
Behavioural and engagement
metrics: Tracking behaviour, participation in extracurricular activities, and overall
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www.education-today.co.uk
2. Set measurable targets: Set clear and measurable targets for improving wellbeing. These can be outcomes, such as a specific reduction in absence, and inputs, such as removing workload, then measure the impact of changes made over time.
3. Regular check-ins and feedback: Wellbeing is not a one-off project, but a continual process. Leaders need regular check-ins with staff, students and parents, to see how things are evolving.
4. Tailor interventions: Use data to understand the unique needs of different groups within your school. For example, new teachers may struggle with different issues compared to more experienced staff.
5. Train leaders in data literacy: A key part of this process is ensuring that leaders and decision-makers are trained in data literacy. School leaders need to be confident not just in collecting data, but in interpreting this, alongside other data they own, to make informed decisions that benefit staff and students alike.
It is vital to ensure that data is seen as a tool for empowerment, not judgement. The fear that data will be used punitively can sometimes lead to reluctance to engage fully with data or the method of collection. To counter this, leaders must foster a culture of transparency. By gathering the right data, making informed decisions, and embedding the right practices, schools, MATs and colleges can create an environment where staff and students thrive.
For further information, support and practical advice with making sense of your data, please visit: u
https://welbee.co.uk/school-data- insights/
November 2024
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