Sharing SEL Survey Data with Students
What You’ll Learn
How to use printed student reports to drive students’ social emotional learning (SEL) development and build investment in the competencies.
Why Sharing SEL Data with Students Matters
Following up on the surveys by sharing the data with students builds student investment in the SEL measuring process. First, it signals that their survey responses matter. Second, it gives students an opportunity to reflect and adjust. Discussing SEL data with students promotes a deeper understanding of what the measured SEL skills mean and what students can do to improve.
Method #1: Discuss in one-on-one meetings
Overview: While students are engaged in an activity, pull students aside one by one to discuss their results. This distribution method allows for you as the teacher to have tailored conversations with each student.
Strategies and guiding questions:
- Start by framing the conversation. How does this data help the student become a stronger learner? What was measured and why is it important in the classroom? Outside of the classroom?
- Ask the student about their initial reactions when they see their data. This is an opportunity to reinforce that the survey was not a test if the student suggests they failed or had a wrong answer.
- Highlight two areas of strength for the student. What are some concrete examples that you have observed and that support this data that you can share with the student? Note: Be sure to contextualize the reports. The highest score is not always the student’s strongest area!
- Example: “I see grit is one of your strengths. I see you demonstrate grit on a daily basis when you strive to finish every homework problem.”
- Highlight two areas of growth for the student. What are some concrete examples that you have observed and that support this data that you can share with the student? Note: Be sure to contextualize the reports. The lowest score is not always the student’s area that needs the most growth!
- Example: “Grit is an area in which you can continue to grow. Sometimes I see you skip the difficult problems on your homework without trying them.”
- Using this downloadable resource, create an individual growth goal with the student. What are actionable ways the student can work towards the growth goal? How will we work together to measure progress towards the goal?
Method #2: Whole group reflection as a class
Overview: Bring the class together to distribute reports and facilitate a group conversation. This method allows for class- wide brainstorming on the importance of growth in SEL and self reflection on individual reports.
Strategies and guiding questions:
- Start by framing the conversation. How does this data help students become stronger learners? What was measured and why is it important in the classroom? Why are these measures important outside of the classroom?
- Highlight an area of strength for the class as a whole. What are some real life examples that can be shared of people exemplifying this measure? Why should the class be proud that this is a strength of theirs? Be sure to address the fact that some students’ strengths are others’ weaknesses and vice versa.
- Example: “As a class, we are strong in our growth mindset. In a famous example of growth mindset, Oprah Winfrey was fired from her position as a news anchor, but went on to become a tremendous success in television. We should feel proud of this strength because…”
- Highlight an area of improvement for the class as a whole. Why is it critical to improve on this specific measure? What do we risk if we don’t improve on this measure?
- Example: “As a class, we can improve our growth mindset. It is critical to improve this specific measure so we can continue grow as individuals. If we choose not to improve on this, we risk…”
- Form small groups or pairs for students to collaborate on individual improvement plans. Using this downloadable resource, what can students do as individuals to grow in this area?