Feature Updates

Customising Check-Ins (Check-In Styles)

Customising Check-Ins (Check-In Styles)

Wellbeing with all its intricacies and unending uniqueness from student to student and context to context means there is no ‘one size fits all’ approach. Our approaches to managing and improving it to create environments that promote happy, safe and connected learners must have enough flexibility to meet the bespoke needs of each student and school. The drivers of wellbeing for year 7 students will likely be vastly different to the drivers for year 10 students.

Building flexibility into Skodel Check-In whilst maintaining simplicity and reliability is important to our team and our school communities. Our new feature, ‘Check-In Styles’ will allow schools to customize check-ins and gather specific data from those customized check-ins.

This feature has two primary use cases:

  1. To track the impact of events

We know that various events in the schooling schedule and outside of the school environment will impact students differently. Seeing a poor exam result may trigger an immense sense of failure for some students that can be overwhelming, whilst others may still feel a sense of disappointment but respond differently. Being able to assess behavioural and emotional responses to these events is critical not only for the immediate needs but also helps school communities plan around these events. A real example of this is transitioning into high school. Some students may lose their friends and be entering an entirely new environment. These are critical moments in the social and emotional development of children and young people as they are faced with the challenge of meeting new people and making new friends. Understanding drivers here and who may be more impacted by those challenges will provide insight to support immediate needs of individual students and inform program structures going forward.

  1. To track wellbeing domains specific to your schools

When we first sit down to understand wellbeing, the list of potential inhibitors and contributors can become daunting. There are any number of wellbeing domains that we could include in our framework, all with scientifically valid reasons. It becomes increasingly challenging when we look to make this work at the individual level and for our own school. To help schools account for this, check-in styles can also be used to track specific domains that are important to your students and school community. For example, you may wish to create a check-in style called ‘optimism’ to gain insight into how optimistic your students are. 

For more information on Check-In Styles, visit our Help Center.

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