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Analysis Tools

Research clearly shows that if children can do well, then they will do well. The opposite is, of course, also true. So how do school leaders ensure that environments are in place that enable children to thrive? The first step is to understand what a good environment looks like, and then analyze how our schools, teachers, and families measure up.

Based on peer-reviewed research and highly-credible organizations — including UNICEF, the US National Insitute of Health (NIH), the World Health Organization, the European Union, and even the US Military in some cases — our analysis frameworks include indicators of well-being, resilience, self-regulation, and enablement for children, for their families, and for staff.

Well-Being

The well-being toolset is a full implementation of the 5-item World Health Organization "WHO-5 Well-Being Index". It is among the most widely used tool for assessing subjective psychological well-being, and has been proven to have a wide range of applications including (but not limited to) children and young people.

This toolset is particularly easy to administer and interpret. It has been academically reviewed by a large number of specialists, and has consistently shown that:
  • It has a high clinimetric validity.
  • It is a sensitive and specific screening tool
  • Its applicability across various fields is very high
  • It can be used as an outcome measure to assess the efficacy of change.
Resilience

The resilience toolset is a full implmentation of the National Institute of Health (NIH) "Resilience Concept Model". In the words of the NIH working group, "Resilience encompasses the capacity to resist, adapt to, recover, or grow from a challenge or stressor".

This toolset focuses on measuring, assessing, and analyzing the key aspects of resilience, including:
  • The type, magnitude, and duration of stressors.
  • The psychological, spirtual, social, behavioral, and physiological effects of those stressors on children, teachers, entire schools, and families.
  • The response curves, such as growth, adaptive recovery, recovery, partial recovery, maladaptive recovery, or collapse.
Regulation

The UNICEF "Social Ecological model" highlights that children and adolescent development is contingent upon many factors (including family, community, social, cultural, economic, and political). An important concept is that children and adolescents are at the center of the UNICEF model, nested within concentric circles consisting of family, peers, community, and so on — and that self-regulation applies not only to children but to all other layers in the model.

The regulation toolset is an implementation of the key aspects of this model that deal with emotional states, self-regulation, and readiness to learn for children, families, teachers, and other school staff. Although the toolset covers hundreds of emotional states, it is particularly easy to administer and interpret — it consists of four main indicative groups that represent mutliple emotional states. The four main groups are:
  • Struggling to learn
  • Ready to learn
  • Distracted
  • Overwhelmed

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