More than metrics: Exploring how data helps us see the full picture of student wellbeing—so we can act on what matters most
26 August 2025
By Theo Sweeting, Head of High School Personal & Social Education, East Campus
We often think of wellbeing as something we feel—but what if it’s also something we can notice, understand and support more intentionally? At UWCSEA, we use data to help us recognise patterns, ask better questions and respond to what students need. Guided by the ‘self-determination theory’, our approach focuses on the conditions that help young people thrive: feeling connected, capable and in control. While data may not stir the soul, it quietly powers the ways we pay attention to what matters most.
On East Campus, we’ve spent the past five years developing tools to better understand student wellbeing. Our live wellbeing dashboard provides real-time insights, giving mentors a clear view of where students are doing well and where additional support may be needed. This allows for timely, meaningful check-ins—whether to celebrate progress or respond to emerging challenges—ensuring each student receives the attention they need. By doing so, we can celebrate the strengths of our entire cohort while identifying areas for strategic development based on what we learn.
This data is drawn from our in-house wellbeing survey, which asks students to regularly reflect on their experiences. Because wellbeing can’t be captured by a single score, the survey explores how engaged they feel in their learning, how connected they are to others, and how well they manage their emotions, giving us a deeper understanding of each student’s overall wellbeing. After several trials, we've expanded this survey to cover Grades 5 to 12, to be taken at developmentally appropriate intervals to ensure it remains relevant for each age group. To get a fuller picture, we also partner with an external provider for an annual survey that dives deeper into wellbeing. This gives us both hard data and insights directly from students, allowing us to see patterns across different groups. With all of this, we can make sure that our approach is not only evidence-based but also shaped by the voices of our students. This focus on how students feel reflects a growing global shift: that wellbeing is a key indicator of school quality. The IB now includes student wellbeing in its performance measures, affirming what we’ve long believed: how students feel matters just as much as what they achieve.
Heads of Grade meeting to discuss about the data from the surveys.
Using the insights from our dashboard, we’ve been able to make meaningful improvements to student life. These have already shaped several key initiatives, including:
Designing mentoring spaces that cultivate meaningful student-teacher connections.
Updating our PSE curriculum to respond to current wellbeing trends.
Supporting student-led wellbeing projects that ensure their voices influence our approach.
A focus on relationships
Wellbeing data reveals what students might not always say aloud. It gives mentors and teachers the chance to check in, offer support, and build the trust that strengthens their relationships. When they feel connected, they’re more likely to take risks, ask for help, and feel they belong both here and beyond the College.