SCHOOL WELLBEING RESOURCES

We provide a wide variety of questionnaires/scales and resources that are available to download FREE below. All of the scales and questionnaires are included on the BounceTogether platform!
These resources can be downloaded in their manual form. If you would like to know more about the benefits of using Bounce to do this for you, drop us a message or book a demo.

Questionnaire / Scales

Attitude to Reading (Primary)
Key stages 
KS1, KS2
View
Child and Youth Resilience Measure (CYRM-R)
Key stages 
KS1, KS2
View
Children's Physical Self Concept Scale
Key stages 
KS1, KS2
View
KINDL (Kid)
Key stages 
KS2, KS3
View
KINDL (Kiddy)
Key stages 
KS1
View
Me and My Feelings (Me and My School)
Key stages 
KS2, KS3, KS4
View
Multidimensional Students' Life Satisfaction Scale - Short Version
Key stages 
KS2, KS3, KS4
View
Ofsted Pupil Survey 2019
Key stages 
KS1, KS2, KS3, KS4
View
Rosenberg Self-Esteem Scale
Key stages 
KS2, KS3
View
State Self esteem Scale (SSES-Kids)
Key stages 
KS1, KS2
View
Stirling Children's Wellbeing Scale
Key stages 
KS2, KS3, KS4
View
Student Resilience Survey
Key stages 
KS2, KS3, KS4
View
The Children’s Eating Attitude Test (ChEAT)
Key stages 
KS2. KS3
View
The Perceived Stress Scale - Children (PSS-C)
Key stages 
5-18
View
Trait Emotional Intelligence Questionnaire - Child Short Form
Key stages 
KS2, KS3
View

Sponsored Surveys

National Literacy Trust - Annual Literacy Survey
Key stages: 
KS2, KS3, KS4
View
National Literacy Trust - Aspirations Survey
Key stages: 
KS3, KS4
View
National Literacy Trust - Video Gaming
Key stages: 
(age 10-16)
View

Questionnaire / Scales

Key stages 
8+
Academic Buoyancy Scale
View
Key stages 
KS3, KS4
Attitude to Reading (Secondary)
View
Key stages 
9+
Attitudes to physical activity
View
Key stages 
11+
Body Esteem Scale (BES)
View
Key stages 
13-19
Body, Eating, and Exercise Comparison Orientation Measure (BEECOM) - for females
View
Key stages 
11-16
Bullying Experiences - Frequency (Secondary School)
View
Key stages 
8-16
Bullying experiences and Bullying behaviours
View
Key stages 
8-14
E-Safety
View
Key stages 
11+
E-safety and socal media
View
Key stages 
KS3; KS4
Eating Attitudes Test (EAT)
View
Key stages 
7-14
Eating and Drinking Behaviours
View
Key stages 
10+
Eating and Drinking Behaviours - Child of the New Century - Health Module
View
Key stages 
KS2, KS3
KINDL (Kid)
View
Key stages 
KS3, KS4
KINDL (Kiddo)
View
Key stages 
KS2, KS3, KS4
Me and My Feelings (Me and My School)
View
Key stages 
KS2, KS3, KS4
Multidimensional Students' Life Satisfaction Scale - Short Version
View
Key stages 
KS1, KS2, KS3, KS4
Ofsted Pupil Survey 2019
View
Key stages 
8-16
Parental Behaviours
View
Key stages 
8+
Physical Self Efficacy
View
Key stages 
KS2; KS3; KS4
Physical Self-Perception Profile Revised (PSPP-R)
View
Key stages 
KS2, KS3
Rosenberg Self-Esteem Scale
View
Key stages 
9+
Sleep behaviour
View
Key stages 
KS2; KS3; KS4
Social Physique Anxiety Scale for Children (SPAS-C)
View
Key stages 
11+
Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3)
View
Key stages 
KS3; KS4
State Self Esteem Scale (SSES)
View
Key stages 
KS2, KS3, KS4
Stirling Children's Wellbeing Scale
View
Key stages 
KS2, KS3, KS4
Student Resilience Survey
View
Key stages 
8+
The Adapatability Scale
View
Key stages 
KS2. KS3
The Children’s Eating Attitude Test (ChEAT)
View
Key stages 
KS2; KS3; KS4
The Difficulties in Emotion Regulation Scale - Short Form (DERS SF)
View
Key stages 
12+
The General Self Efficacy Scale (GSE)
View
Key stages 
13-19
The adolescent body image satisfaction scale for males (ABISS)
View
Key stages 
8+
Time spent being active
View
Key stages 
8+
Time spent being not active
View
Key stages 
KS3, KS4
Trait Emotional Intelligence Questionnaire - Adolescent Short Form
View
Key stages 
KS2, KS3
Trait Emotional Intelligence Questionnaire - Child Short Form
View
Key stages 
KS3, KS4
Warwick-Edinburgh Mental Wellbeing Scale
View

Sponsored Surveys

National Literacy Trust - Annual Literacy Survey
Key stages: 
KS2, KS3, KS4
View
National Literacy Trust - Aspirations Survey
Key stages: 
KS3, KS4
View
National Literacy Trust - Video Gaming
Key stages: 
(age 10-16)
View

Questionnaire / Scales

Ofsted Staff Survey
View
Health & Safety Executive (HSE) Management Standards (MS) work-related stress Indicator Tool
View
Work-related Quality of Life Scale (WRQoL)
View

Guides

Bounce Forward - 5 ways to wellbeing ideas
View
10 Ideas to Create a Happy Classroom (Poster)
View
18 Wellbeing Hacks for Students
View
Mental health and wellbeing in primary schools toolkit
View
5 Ways to Wellbeing Posters
View
5 ways to wellbeing postcards
View
Letter to parents (template)
View

Questionnaires / Scales

Choose a category to find the questionnaire you're looking for

Attitudes to Learning

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Bullying and e-safety

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Eating Attitudes

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Emotional Intelligence

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Life Satisfaction

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Mental Wellbeing

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Perceived Stress

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Perceptions of Self

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Physical Activity and Behaviours

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Pupil and Staff Voice

Explore category >

Relationships

Explore category >

Self-Esteem / Resilience

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View by Key Stage

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Questionnaire Name
Description
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time. The 20 items are subdivided into 3 components of self-esteem: (1) performance self-esteem, (2) social self esteem, and (3) appearance self-esteem.
Applies to KS1
KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting children in key stage 1.
Applies to KS1
Created by the School Library Association and in conjunction with the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. When paired with a wellbeing survey (such as SCWBS / WEMWBS), it enables you to look at the correlation between a pupil's attitude to reading and their wellbeing; and consequently make informed choices and interventions where necessary.
Applies to KS1
The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.
Applies to KS1
The PSS-C is helpful for the early identification of children at risk of anxiety/stress. This is important because stress appears to result in increased vulnerability for poorer school outcomes and reduced home functional performance, as well as resulting in problems with overall health, mental health and body weight. An effective and efficient assessment for early identification of anxiety/stress in children assists in the development of appropriate interventions.
Applies to KS1
The development of a healthy eating style and physical fitness regimen in adolescence or adulthood might be contingent on physical self-concept in childhood. This scale assesses Global physical self-concept and subscales of Physical Performance, Physical Appearance, and Weight Control behaviours in children 6 to 11 years of age.
Applies to KS1
The CYRM has been designed as a screening tool to explore the resources (individual, relational, communal and cultural) available to individuals that may bolster their resilience. The measure was designed as part of the International Resilience Project (IRP), of the Resilience Research Centre, in collaboration with 14 communities in 11 countries around the world. This survey should be assigned if the 'Student Resilience Survey' is deemed inappropriate to allocate to your intended year/class
Applies to KS1
Questionnaire Name
Description
Sport England run an Active Lives Children and Young People Survey (covering years 1-11), which is published annually and gives a comprehensive view of how people are getting active This survey covers the key themes included in the Active Lives Children and Young People Survey for levels of activity (during the school day and outside school) and types of activity This survey can then be used in conjunction with other surveys from the (1) Physical Activity and Behaviours category e.g.Attitudes to Physical Activity; Time spent not being active; School travel mode and parental physical activity practices; Sleeping habits; (2) Perceptions of Self category e.g. Physical Self Perception Profile; and (3) Mental wellbeing category, to draw some key associations and linkages between physical activity and wellbeing
Applies to KS2
In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. However it is important to understand how many hours a day, including weekends, children spend time being inactive and what are they spending time on being inactive e.g. Using a phone or texting ; Using a games console or other video game device.
Applies to KS2
Self-efficacy is an individuals' confidence in their ability to successfully perform a particular task. Self-efficacy beliefs therefore play a role in maintenance of health behaviors over time. This survey asks key questions such as - I think I can be physically active no matter how busy my day is; I think I can be physically active after school even if my friends want me to do something else; I think I can ask my parent/guardian to get me the equipment I need to be physically active; I think I can be physically active after school even if I could watch TV or play video games instead
Applies to KS2
Food behaviours, attitudes, environments and knowledge are relevant for childhood obesity prevention, as are dietary patterns which promote positive energy balance. Loughborough University have developed a questionnaire booklet (using previously used/validated questionnaires) for an intervention study on screen-time and diet. There are 17 questions from this booklet in this survey covering the dietary behaviours of children
Applies to KS2
A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. This survey looks at the engagement of parents in setting discipline and structure in their child's life e.g. My parents set rules for what I can use the computer/tablet for; My parents set rules for the type of sweet/savoury (e.g. crisps, biscuits) snacks I can have
Applies to KS2
A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. This survey captures a child's feedback on their relationship with their parent/step-parents/carer they have the closest relationship with through a series of scenario's. For example, Selected parent/step-parents/carer...gives lots of care and attention to me; ...is easy to talk to; ...makes me feel better after I discuss my worries with him/her
Applies to KS2
It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on access to devices, social media and websites, but what pupils enjoy doing whilst online and their attitudes and behaviour whilst online
Applies to KS2
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey looks at the frequency of bullying experiences for primary school students. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS2
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey captures responses on both bullying experiences and bullying behaviour. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS2
In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. Schools also provide a unique context for learning when receptiveness and capacity for attitudinal and behavioral modification is probably at its greatest. It is not surprising, therefore, that various attempts have been made in the past to promote children’s health and fitness through the school curriculum However it is important to understand an activity profile that includes transport to school and parents who provided either more role modelling or logistic support for Physical Activity may also be more likely to facilitate active travel as part of the overall supportive approach to Physical Activity within the household. This survey focuses on school travel mode and parenting practices and modelling of behaviour
Applies to KS2
The linkage between physical activity and obesity and wellbeing are now well documented. However, the impact of physical activity is not just driven by establishing how many children are meeting the Chief Medical Officer’s guidelines of an average of at least 60 minutes per day across the week and how many are less active. Furthermore, physical activity includes a complex set of behaviors that take place in a variety of settings with a wide range of purposes and intentions. It is naïve to see physical activity as a single entity, especially when we are investigating potential solutions to inactivity. We believe that profiles of physical activity that reflect different elements and settings of physical activity offer a more helpful picture For example, a child's attitude towards sport and physical activity e.g. the motives and reasons for being active and activity enjoyment is linked to a child's resilience and wellbeing. This survey covers the key attitudes and motives for a person taking part in sport and physical activity
Applies to KS2
Sleep is an important contributor to physical and mental health. However, chronic sleep deprivation has become common in adolescents, especially on weekdays. Indeed there has been a decline of 0.75 min/night/year in sleep duration over the last 100 years, with the greatest rate of decline in sleep occurring for adolescents and on school days. Furthermore, insufficient sleep as a possible cause of weight gain and obesity has received considerable attention in the media and scientific literature over the past decade - as lack of sleep impacts on eating and activity behaviors. This survey covers some key questions compiled by Loughborough University, who have engaged in a body of research looking at the interconnections between sleep, sedentary behavior, physical activity and diet
Applies to KS2
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes. Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement. The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioral, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome
Applies to KS2
Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life. Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain. Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.
Applies to KS2
Physical self-concept is considered to be an important psychological outcome, and factors associated with the self regulation of physical activity such as attitudes and intention Importantly, physical self-concept is viewed as an important contributor to perceptions of self-worth in multidimensional, hierarchical models of self-esteem The physical self is defined as an individual’s perception of himself or herself in aspects of physical domains such as strength, endurance, sport ability, and physical appearance
Applies to KS2
Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health. For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders
Applies to KS2
Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total) .A substantial body of research has shown significant positive associations between scores on the DERS (specifically the total score) and symptoms of a range of psychological disorders, including borderline personality disorder (Gratz et al., 2006), generalized anxiety disorder (Mennin et al., 2002), substance use disorders (Fox et al., 2007; Gratz and Tull, 2010), social anxiety (Rusch et al., 2012), health anxiety (Bardeen and Fergus, 2014), post-traumatic stress disorder (Ehring and Quack, 2010), and bipolar disorder (Becerra et al., 2013; Van Rheenen et al., 2015). The DERS short form (DERS-SF) instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.
Applies to KS2
The Children’s Eating Attitude Test (ChEAT) is a modified version of the Eating Attitudes Test. The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges. Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder
Applies to KS2
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well as emotional states, such as triumph, despair, pride, and shame. The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time. The 20 items are subdivided into 3 components of self-esteem: (1) performance self-esteem, (2) social self esteem, and (3) appearance self-esteem.
Applies to KS2
Created by the School Library Association and in conjunction with the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. When paired with a wellbeing survey (such as SCWBS / WEMWBS), it enables you to look at the correlation between a pupil's attitude to reading and their wellbeing; and consequently make informed choices and interventions where necessary.
Applies to KS2
The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.
Applies to KS2
The National Literacy Trust are a charity dedicated to raising literacy levels in the UK, who run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools. Run every year since 2011, the Annual Literacy Survey aims to find out reading habits, attitudes and opinions of children through the UK. The Annual Literacy Survey is normally available to participate in at the beginning of the year. Contact the NLT for more information on the link below to see how you can take part!
Applies to KS2
The PSS-C is helpful for the early identification of children at risk of anxiety/stress. This is important because stress appears to result in increased vulnerability for poorer school outcomes and reduced home functional performance, as well as resulting in problems with overall health, mental health and body weight. An effective and efficient assessment for early identification of anxiety/stress in children assists in the development of appropriate interventions.
Applies to KS2
The development of a healthy eating style and physical fitness regimen in adolescence or adulthood might be contingent on physical self-concept in childhood. This scale assesses Global physical self-concept and subscales of Physical Performance, Physical Appearance, and Weight Control behaviours in children 6 to 11 years of age.
Applies to KS2
The CYRM has been designed as a screening tool to explore the resources (individual, relational, communal and cultural) available to individuals that may bolster their resilience. The measure was designed as part of the International Resilience Project (IRP), of the Resilience Research Centre, in collaboration with 14 communities in 11 countries around the world. This survey should be assigned if the 'Student Resilience Survey' is deemed inappropriate to allocate to your intended year/class
Applies to KS2
Research indicates that children as young as 7-8 years old are able reporters of their own mental health. In community setting (particularly schools), self-report measurement supports screening for problems and early intervention. The measure consists of 16 items; 10 of which comprise the emotional difficulties subscale and 6 the behavioural difficulties subscale.
Applies to KS2
KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting children between the ages of 7 and 13 (there are also versions for other age groups). It was developed in order to remedy the discrepancy between the urgency of the issue quality of life of adolescents and the lack of solutions available.
Applies to KS2
This scale is extensively used in cross-cultural studies in up to 53 different nations. It is a 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self. Low self-esteem is significantly related to depression, suicide ideation , victimisation , delinquency , eating disorders , and low happiness. This survey is therefore a highly valued indicator of a student's mental health; allowing staff to identify and, as a result, direct help to any student who registers as having low self-esteem.
Applies to KS2
This survey is a global self-report measure of life satisfaction. It measures a pupil's life satisfaction in five key domains (family, friends, school, self and living environment), with the aim of promoting positive psychological wellbeing. The design enables this survey to be used across a range of ages and ability levels; not only providing an illustration of satisfaction within five specific areas, but also giving a clear overview of more general life satisfaction.
Applies to KS2
Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). This questionnaire measures Emotional Intelligence (mixed and trait), Perceptions of Self, Social and Emotional Competence.
Applies to KS2
This Student Resilience Survey measures a students' perceptions of their individual characteristics as well as protective factors embedded in their environment. There are 10 sub-scales covering: family connection, school connection, community connection, participation in home and school life, participation in community life, peer support, self-esteem, empathy, problem solving, and goals and aspirations.
Applies to KS2
The Stirling Children's Wellbeing Scale (SCWBS) was initiated by the Stirling Educational Psychology Service with the objective of creating a holistic, positively worded scale measuring emotional and psychological wellbeing in children aged 8 to 15 years. This scale should provide a useful tool for education professionals to assess any changes in wellbeing from a mental wellbeing perspective.
Applies to KS2
Questionnaire Name
Description
Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life. Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain. Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.
Applies to KS3
Created by the School Library Association and in conjunction with the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. When paired with a wellbeing survey (such as SCWBS / WEMWBS), it enables you to look at the correlation between a pupil's attitude to reading and their wellbeing; and consequently make informed choices and interventions where necessary.
Applies to KS3
The linkage between physical activity and obesity and wellbeing are now well documented. However, the impact of physical activity is not just driven by establishing how many children are meeting the Chief Medical Officer’s guidelines of an average of at least 60 minutes per day across the week and how many are less active. Furthermore, physical activity includes a complex set of behaviors that take place in a variety of settings with a wide range of purposes and intentions. It is naïve to see physical activity as a single entity, especially when we are investigating potential solutions to inactivity. We believe that profiles of physical activity that reflect different elements and settings of physical activity offer a more helpful picture For example, a child's attitude towards sport and physical activity e.g. the motives and reasons for being active and activity enjoyment is linked to a child's resilience and wellbeing. This survey covers the key attitudes and motives for a person taking part in sport and physical activity
Applies to KS3
in recent years, researchers have estimated that concerns about body appearance do not only affect females but males as well. The latest research has estimated that the number of boys engaging in weight loss strategies range from 21.5 to 50%: one-third of adolescent boys prefers a thinner body size, and another one-third prefers a larger and more muscular body (Choane & Pope, 2001; Furnhman & Calnan, 1998; McCabe & Ricciardelli, 2001, 2003, 2004). Moreover, McCabe and Ricciardelli (2005a) indicated that already at the age of eight, boys focus on increasing the size of their muscles and are already receiving messages to achieve this goal. Gender differences are clear: boys focus on the muscular apparatus, while girls focus on weight loss and body image and appearance. The Body Esteem Scale focuses on 3 areas - (1) Appearance: the general feeling about appearance; (2) Weight: weight satisfaction; (3) Attribution: the evaluation attributed to others about one’s own body and appearance
Applies to KS3
30-item to assess an individual’s tendency to engage in social comparison in domains related to the body, eating, and exercise.
Applies to KS3
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey looks at the frequency of bullying experiences for secondary school students. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS3
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey captures responses on both bullying experiences and bullying behaviour. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS3
It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on access to devices, social media and websites, but what pupils enjoy doing whilst online and their attitudes and behaviour whilst online
Applies to KS3
It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on the time and types of social media usage, but their attitudes and behaviour whilst online
Applies to KS3
The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges. Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder
Applies to KS3
Food behaviours, attitudes, environments and knowledge are relevant for childhood obesity prevention, as are dietary patterns which promote positive energy balance. Loughborough University have developed a questionnaire booklet (using previously used/validated questionnaires) for an intervention study on screen-time and diet. There are 17 questions from this booklet in this survey covering the dietary behaviours of children
Applies to KS3
Taking the key themes of the health module of the Millenium Cohort Study, known as 'Child of the New Century', this survey looks at eating and drinking behaviours of young children The Millenium Cohort Study has provided important evidence to show how circumstances in the early stages of life can influence later health and development.
Applies to KS3
KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting children between the ages of 7 and 13 (there are also versions for other age groups). It was developed in order to remedy the discrepancy between the urgency of the issue quality of life of adolescents and the lack of solutions available.
Applies to KS3
KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting young people in adolescence.
Applies to KS3
Research indicates that children as young as 7-8 years old are able reporters of their own mental health. In community setting (particularly schools), self-report measurement supports screening for problems and early intervention. The measure consists of 16 items; 10 of which comprise the emotional difficulties subscale and 6 the behavioural difficulties subscale.
Applies to KS3
This survey is a global self-report measure of life satisfaction. It measures a pupil's life satisfaction in five key domains (family, friends, school, self and living environment), with the aim of promoting positive psychological wellbeing. The design enables this survey to be used across a range of ages and ability levels; not only providing an illustration of satisfaction within five specific areas, but also giving a clear overview of more general life satisfaction.
Applies to KS3
The National Literacy Trust are a charity dedicated to raising literacy levels in the UK, who run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools. Run every year since 2011, the Annual Literacy Survey aims to find out reading habits, attitudes and opinions of children through the UK. The Annual Literacy Survey is normally available to participate in at the beginning of the year. Contact the NLT for more information on the link below to see how you can take part!
Applies to KS3
"Created by the National Literacy Trust, this is the first survey to explore aspirations and literacy. The report revealed that good literacy skills could be the key to helping young people and adults overcome barriers, by giving them the confidence to pursue their aspirations. This survey explores (1) How young people and adults define aspirations; (2) What the aspirations of young people and adults are; (3) What influences the aspirations of young people and adults; (4)What the perceived barriers for achieving aspirations are, and how these change over time; (5) How young people and adults see the role of literacy in achieving their aspirations"
Applies to KS3
Created by the National Literacy Trust, this is a survey for secondary school children on how their reading skills are shaped by video games. Based on research by the National Literacy Trust in 2020: Video games can provide young people with a route into reading and improve confidence in reading skills; Video games can encourage young people’s creativity through writing; The shared cultural experience of playing video games was found to support positive communication with friends and family; Video games can have potential benefits for increasing empathy; Video games can play a role in supporting young people’s mental wellbeing; The benefits of playing video games for young people’s literacy were found to be strongest for boys and reluctant readers
Applies to KS3
The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.
Applies to KS3
A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. This survey captures a child's feedback on their relationship with their parent/step-parents/carer they have the closest relationship with through a series of scenario's. For example, Selected parent/step-parents/carer...gives lots of care and attention to me; ...is easy to talk to; ...makes me feel better after I discuss my worries with him/her
Applies to KS3
Self-efficacy is an individuals' confidence in their ability to successfully perform a particular task. Self-efficacy beliefs therefore play a role in maintenance of health behaviors over time. This survey asks key questions such as - I think I can be physically active no matter how busy my day is; I think I can be physically active after school even if my friends want me to do something else; I think I can ask my parent/guardian to get me the equipment I need to be physically active; I think I can be physically active after school even if I could watch TV or play video games instead
Applies to KS3
Physical self-concept is considered to be an important psychological outcome, and factors associated with the self regulation of physical activity such as attitudes and intention Importantly, physical self-concept is viewed as an important contributor to perceptions of self-worth in multidimensional, hierarchical models of self-esteem The physical self is defined as an individual’s perception of himself or herself in aspects of physical domains such as strength, endurance, sport ability, and physical appearance
Applies to KS3
This scale is extensively used in cross-cultural studies in up to 53 different nations. It is a 10-item scale that measures global self-worth by measuring both positive and negative feelings about the self. Low self-esteem is significantly related to depression, suicide ideation , victimisation , delinquency , eating disorders , and low happiness. This survey is therefore a highly valued indicator of a student's mental health; allowing staff to identify and, as a result, direct help to any student who registers as having low self-esteem.
Applies to KS3
Sleep is an important contributor to physical and mental health. However, chronic sleep deprivation has become common in adolescents, especially on weekdays. Indeed there has been a decline of 0.75 min/night/year in sleep duration over the last 100 years, with the greatest rate of decline in sleep occurring for adolescents and on school days. Furthermore, insufficient sleep as a possible cause of weight gain and obesity has received considerable attention in the media and scientific literature over the past decade - as lack of sleep impacts on eating and activity behaviors. This survey covers some key questions compiled by Loughborough University, who have engaged in a body of research looking at the interconnections between sleep, sedentary behavior, physical activity and diet
Applies to KS3
Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health. For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders
Applies to KS3
The Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) is one of the most commonly used self-report measures of endorsement of Western appearance ideals. This 30-item self-report measure provided four subscales: Information (nine items; e.g., “TV programs are an important source of information about fashion and being attractive”), Pressures (seven items; e.g., “I’ve felt pressure from TV or magazines to lose weight”), Internalization—General (nine items; e.g., “I compare my body to the bodies of TV and movie stars”), and Internalization—Athlete (five items; e.g., “I try to look like sports athletes”). The SATAQ-3 has been used in many populations including adolescents, college students, and community samples.
Applies to KS3
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, ""I am unloved"", ""I am worthy"") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes
Applies to KS3
The Stirling Children's Wellbeing Scale (SCWBS) was initiated by the Stirling Educational Psychology Service with the objective of creating a holistic, positively worded scale measuring emotional and psychological wellbeing in children aged 8 to 15 years. This scale should provide a useful tool for education professionals to assess any changes in wellbeing from a mental wellbeing perspective.
Applies to KS3
This Student Resilience Survey measures a students' perceptions of their individual characteristics as well as protective factors embedded in their environment. There are 10 sub-scales covering: family connection, school connection, community connection, participation in home and school life, participation in community life, peer support, self-esteem, empathy, problem solving, and goals and aspirations.
Applies to KS3
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes. Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement. The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioral, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome
Applies to KS3
The Children’s Eating Attitude Test (ChEAT) is a modified version of the Eating Attitudes Test. The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges. Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder
Applies to KS3
Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total) .A substantial body of research has shown significant positive associations between scores on the DERS (specifically the total score) and symptoms of a range of psychological disorders, including borderline personality disorder (Gratz et al., 2006), generalized anxiety disorder (Mennin et al., 2002), substance use disorders (Fox et al., 2007; Gratz and Tull, 2010), social anxiety (Rusch et al., 2012), health anxiety (Bardeen and Fergus, 2014), post-traumatic stress disorder (Ehring and Quack, 2010), and bipolar disorder (Becerra et al., 2013; Van Rheenen et al., 2015). The DERS short form (DERS-SF) instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.
Applies to KS3
The General Self-Efficacy Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout, and anxiety. It has been found that a strong sense of personal efficacy is related to better health, higher achievement and better social integration
Applies to KS3
Being that body image results from a coming together of different factors, the Adolescent Body Image Satisfaction Scale for males (ABISS) helps to identify 3 subscales that attend to how adolescent males perceive their body image. The first subscale, body competence, helps explain how people may place value in the development of their body from a positive perspective. Closely related to body competence, body inadequacy emerged as the second subscale. For example, feeling ignored, intimidated, and unattractive by other people demonstrates how an adolescent may develop a negative body image. Other factors, such as feeling insecure and weak, also relate to feeling inadequate relative to a social standard of comparison. Internal conflict was a third subscale that emerged and includes 4 items that capture the balance between an adolescent’s positive and negative perceptions of body image. For example , being critical of one’s body, and seeking reassurance from others concerning appearance
Applies to KS3
Sport England run an Active Lives Children and Young People Survey (covering years 1-11), which is published annually and gives a comprehensive view of how people are getting active This survey covers the key themes included in the Active Lives Children and Young People Survey for levels of activity (during the school day and outside school) and types of activity This survey can then be used in conjunction with other surveys from the (1) Physical Activity and Behaviours category e.g.Attitudes to Physical Activity; Time spent not being active; School travel mode and parental physical activity practices; Sleeping habits; (2) Perceptions of Self category e.g. Physical Self Perception Profile; and (3) Mental wellbeing category, to draw some key associations and linkages between physical activity and wellbeing
Applies to KS3
In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. However it is important to understand how many hours a day, including weekends, children spend time being inactive and what are they spending time on being inactive e.g. Using a phone or texting ; Using a games console or other video game device.
Applies to KS3
Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). The questionnaire comprises 30 short statements, two for each of the 15 trait Emotional intelligence (EI) facets, designed to measure global trait EI. Example items include ‘I can control my anger when I want to’, ‘I feel good about myself ’ and ‘I’m good at getting along with my classmates’.
Applies to KS3
Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). This questionnaire measures Emotional Intelligence (mixed and trait), Perceptions of Self, Social and Emotional Competence.
Applies to KS3
The WEMWBS is a positively worded scale for the measurement of mental wellbeing. The scale has been widely used nationally and internationally for monitoring, evaluating projects and programmes and investigating the determinants of mental wellbeing. The WEMBS is free to download/use but you must first register for copyright purposes. If you have, you have already you can download a copy on this page! https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs
Applies to KS3
Questionnaire Name
Description
Social-emotional development is increasingly viewed as a central part of schooling in order to help students develop skills that can assist them in navigating the challenges of life. Part of this social-emotional development involves students being able to effectively navigate adversity and setback, including that which occurs within the academic domain. Buoyancy refers to an appraisal of one's capacity to deal with a setback Academic buoyancy relates to all students because of the ever-present low-level challenges of everyday academic life.
Applies to KS4
Created by the School Library Association and in conjunction with the National Literacy Trust, this survey captures information about reading habits, perceptions and attitudes; ultimately enabling you to create a measure of a pupil's reading engagement and enjoyment levels. When paired with a wellbeing survey (such as SCWBS / WEMWBS), it enables you to look at the correlation between a pupil's attitude to reading and their wellbeing; and consequently make informed choices and interventions where necessary.
Applies to KS4
The linkage between physical activity and obesity and wellbeing are now well documented. However, the impact of physical activity is not just driven by establishing how many children are meeting the Chief Medical Officer’s guidelines of an average of at least 60 minutes per day across the week and how many are less active. Furthermore, physical activity includes a complex set of behaviors that take place in a variety of settings with a wide range of purposes and intentions. It is naïve to see physical activity as a single entity, especially when we are investigating potential solutions to inactivity. We believe that profiles of physical activity that reflect different elements and settings of physical activity offer a more helpful picture For example, a child's attitude towards sport and physical activity e.g. the motives and reasons for being active and activity enjoyment is linked to a child's resilience and wellbeing. This survey covers the key attitudes and motives for a person taking part in sport and physical activity
Applies to KS4
in recent years, researchers have estimated that concerns about body appearance do not only affect females but males as well. The latest research has estimated that the number of boys engaging in weight loss strategies range from 21.5 to 50%: one-third of adolescent boys prefers a thinner body size, and another one-third prefers a larger and more muscular body (Choane & Pope, 2001; Furnhman & Calnan, 1998; McCabe & Ricciardelli, 2001, 2003, 2004). Moreover, McCabe and Ricciardelli (2005a) indicated that already at the age of eight, boys focus on increasing the size of their muscles and are already receiving messages to achieve this goal. Gender differences are clear: boys focus on the muscular apparatus, while girls focus on weight loss and body image and appearance. The Body Esteem Scale focuses on 3 areas - (1) Appearance: the general feeling about appearance; (2) Weight: weight satisfaction; (3) Attribution: the evaluation attributed to others about one’s own body and appearance
Applies to KS4
30-item to assess an individual’s tendency to engage in social comparison in domains related to the body, eating, and exercise.
Applies to KS4
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey looks at the frequency of bullying experiences for secondary school students. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS4
Past research has shown that systematised approaches to questionnaires on bullying result in fewer missing data points, and less variable overall scores when compared to paper-and-pencil questionnaire administration . Furthermore, a systematised approach will allow children to have secure access to the questionnaires, and can go some way to ensuring children feel that their responses are being treated confidentially. It is important to validly measure bullying experiences AND bullying behaviour. Children who report experiencing bullying, are also more likely to report emotional and behavioural problems, whereas children who reported engaging in bullying behaviour are more likely to report behavioural problems (not emotional problems). This survey captures responses on both bullying experiences and bullying behaviour. Please note that you CAN make this survey anonymous when you assign it within the Bounce platform
Applies to KS4
It is important young people are given facts and information which will help to raise their awareness of issues around keeping safe whilst they are online and about ensuring that their own behaviour is appropriate and legal. This survey focuses not only on the time and types of social media usage, but their attitudes and behaviour whilst online
Applies to KS4
The Eating Attitudes Test (EAT-26) is probably the most widely used standardized measure of symptoms and concerns characteristic of eating disorders. The EAT-26 alone does not however yield a specific diagnosis of an eating disorder. The EAT has been a particularly useful screening tool to assess "eating disorder risk" in schools and colleges. Screening for eating disorders is based on the assumption that early identification can lead to earlier treatment, thereby reducing serious physical and psychological complications. Many studies have used the EAT-26 as an economical first step in a two-stage screening process. According to this methodology, individuals who score 20 or more on the test should be interviewed by a qualified professional to determine if they meet the diagnostic criteria for an eating disorder
Applies to KS4
Food behaviours, attitudes, environments and knowledge are relevant for childhood obesity prevention, as are dietary patterns which promote positive energy balance. Loughborough University have developed a questionnaire booklet (using previously used/validated questionnaires) for an intervention study on screen-time and diet. There are 17 questions from this booklet in this survey covering the dietary behaviours of children
Applies to KS4
Taking the key themes of the health module of the Millenium Cohort Study, known as 'Child of the New Century', this survey looks at eating and drinking behaviours of young children The Millenium Cohort Study has provided important evidence to show how circumstances in the early stages of life can influence later health and development.
Applies to KS4
KINDL is a psychometrically acceptable method of measuring quality of life in children. The KINDL consists of six dimensions; Physical wellbeing, emotional wellbeing, self-esteem, family, friends and everyday functioning. This questionnaire was developed with the aim of producing a set of flexible questions which could be answered by children of varying age groups; with this particular version targeting young people in adolescence.
Applies to KS4
Research indicates that children as young as 7-8 years old are able reporters of their own mental health. In community setting (particularly schools), self-report measurement supports screening for problems and early intervention. The measure consists of 16 items; 10 of which comprise the emotional difficulties subscale and 6 the behavioural difficulties subscale.
Applies to KS4
This survey is a global self-report measure of life satisfaction. It measures a pupil's life satisfaction in five key domains (family, friends, school, self and living environment), with the aim of promoting positive psychological wellbeing. The design enables this survey to be used across a range of ages and ability levels; not only providing an illustration of satisfaction within five specific areas, but also giving a clear overview of more general life satisfaction.
Applies to KS4
The National Literacy Trust are a charity dedicated to raising literacy levels in the UK, who run projects in the poorest communities, campaign to make literacy a priority for politicians and parents, and support schools. Run every year since 2011, the Annual Literacy Survey aims to find out reading habits, attitudes and opinions of children through the UK. The Annual Literacy Survey is normally available to participate in at the beginning of the year. Contact the NLT for more information on the link below to see how you can take part!
Applies to KS4
"Created by the National Literacy Trust, this is the first survey to explore aspirations and literacy. The report revealed that good literacy skills could be the key to helping young people and adults overcome barriers, by giving them the confidence to pursue their aspirations. This survey explores (1) How young people and adults define aspirations; (2) What the aspirations of young people and adults are; (3) What influences the aspirations of young people and adults; (4)What the perceived barriers for achieving aspirations are, and how these change over time; (5) How young people and adults see the role of literacy in achieving their aspirations"
Applies to KS4
Created by the National Literacy Trust, this is a survey for secondary school children on how their reading skills are shaped by video games. Based on research by the National Literacy Trust in 2020: Video games can provide young people with a route into reading and improve confidence in reading skills; Video games can encourage young people’s creativity through writing; The shared cultural experience of playing video games was found to support positive communication with friends and family; Video games can have potential benefits for increasing empathy; Video games can play a role in supporting young people’s mental wellbeing; The benefits of playing video games for young people’s literacy were found to be strongest for boys and reluctant readers
Applies to KS4
The Ofsted pupil questionnaire is great way to get the views and opinions of your pupils about all aspects of school life. This questionnaire is useful way of obtaining an overall picture of how things are going in school as well as highlighting any areas that may have been missed. Note that Ofsted usually supply an online version of the questionnaire for completion during an inspection. However, many schools like to run this survey to gather the views of their staff and pupils, even outside of an inspection window.
Applies to KS4
A key focus in school and relationship education, should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. This survey captures a child's feedback on their relationship with their parent/step-parents/carer they have the closest relationship with through a series of scenario's. For example, Selected parent/step-parents/carer...gives lots of care and attention to me; ...is easy to talk to; ...makes me feel better after I discuss my worries with him/her
Applies to KS4
Self-efficacy is an individuals' confidence in their ability to successfully perform a particular task. Self-efficacy beliefs therefore play a role in maintenance of health behaviors over time. This survey asks key questions such as - I think I can be physically active no matter how busy my day is; I think I can be physically active after school even if my friends want me to do something else; I think I can ask my parent/guardian to get me the equipment I need to be physically active; I think I can be physically active after school even if I could watch TV or play video games instead
Applies to KS4
Physical self-concept is considered to be an important psychological outcome, and factors associated with the self regulation of physical activity such as attitudes and intention Importantly, physical self-concept is viewed as an important contributor to perceptions of self-worth in multidimensional, hierarchical models of self-esteem The physical self is defined as an individual’s perception of himself or herself in aspects of physical domains such as strength, endurance, sport ability, and physical appearance
Applies to KS4
Sleep is an important contributor to physical and mental health. However, chronic sleep deprivation has become common in adolescents, especially on weekdays. Indeed there has been a decline of 0.75 min/night/year in sleep duration over the last 100 years, with the greatest rate of decline in sleep occurring for adolescents and on school days. Furthermore, insufficient sleep as a possible cause of weight gain and obesity has received considerable attention in the media and scientific literature over the past decade - as lack of sleep impacts on eating and activity behaviors. This survey covers some key questions compiled by Loughborough University, who have engaged in a body of research looking at the interconnections between sleep, sedentary behavior, physical activity and diet
Applies to KS4
Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health. For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders
Applies to KS4
Social physique anxiety is social psychological variable derived from theories of self presentation and impression management that reflects an individual’s perceived worry or concern with the presentation of the physique in situations in which others are perceived to be evaluating them (Hart, Leary, & Rejeski, 1989; Leary & Kowalski, 1990). Social physique anxiety is important because it has been shown to be related to salient psychological and behavioural factors associated with health. For example, social physique anxiety is associated with physical self-esteem (Kowalski, Crocker, & Kowalski, 2001), body image (Chad & Spink, 1996), dissatisfaction with appearance and weight (Crawford & Eklund, 1994), eating attitudes (Haase & Prapavessis, 1998) and motivation to avoid of health-related behaviours, such as physical activity. Overall, females are at higher risk to develop social physique anxiety disorders
Applies to KS4
The Sociocultural Attitudes Towards Appearance Questionnaire-3 (SATAQ-3) is one of the most commonly used self-report measures of endorsement of Western appearance ideals. This 30-item self-report measure provided four subscales: Information (nine items; e.g., “TV programs are an important source of information about fashion and being attractive”), Pressures (seven items; e.g., “I’ve felt pressure from TV or magazines to lose weight”), Internalization—General (nine items; e.g., “I compare my body to the bodies of TV and movie stars”), and Internalization—Athlete (five items; e.g., “I try to look like sports athletes”). The SATAQ-3 has been used in many populations including adolescents, college students, and community samples.
Applies to KS4
Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem encompasses beliefs about oneself (for example, ""I am unloved"", ""I am worthy"") as well as emotional states, such as triumph, despair, pride, and shame. Many researchers use the term state self esteem to refer to the emotions we are feeling at a point in time, and trait self-esteem to refer to the way people generally feel about themselves The State Self Esteem Scale (SSES) a 20-item scale that measures a participant’s self-esteem at a given point in time, and can therefore be measured on a regular basis, recognising the notion that self-esteem is open to momentary changes
Applies to KS4
The Stirling Children's Wellbeing Scale (SCWBS) was initiated by the Stirling Educational Psychology Service with the objective of creating a holistic, positively worded scale measuring emotional and psychological wellbeing in children aged 8 to 15 years. This scale should provide a useful tool for education professionals to assess any changes in wellbeing from a mental wellbeing perspective.
Applies to KS4
This Student Resilience Survey measures a students' perceptions of their individual characteristics as well as protective factors embedded in their environment. There are 10 sub-scales covering: family connection, school connection, community connection, participation in home and school life, participation in community life, peer support, self-esteem, empathy, problem solving, and goals and aspirations.
Applies to KS4
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Adaptability has a role in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes. Furthermore, adaptability significantly predicts academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors and prior achievement. The Adaptability Scale comprises nine items, each item reflecting the following criteria: (a) appropriate cognitive, behavioral, or affective adjustment in response to (b) uncertainty and/or novelty that has (c) a purpose or outcome
Applies to KS4
Emotion dysregulation often emerges early in development and is a core feature of many psychological conditions. The Difficulties in Emotion Regulation Scale (DERS) is a well validated and widely used self-report measure for assessing emotion regulation problems among adolescents and adults. The DERS has six subscales with five to eight items each (36 total) .A substantial body of research has shown significant positive associations between scores on the DERS (specifically the total score) and symptoms of a range of psychological disorders, including borderline personality disorder (Gratz et al., 2006), generalized anxiety disorder (Mennin et al., 2002), substance use disorders (Fox et al., 2007; Gratz and Tull, 2010), social anxiety (Rusch et al., 2012), health anxiety (Bardeen and Fergus, 2014), post-traumatic stress disorder (Ehring and Quack, 2010), and bipolar disorder (Becerra et al., 2013; Van Rheenen et al., 2015). The DERS short form (DERS-SF) instrument maintains the excellent psychometric properties and retains the total and subscale scores of the original measure with half the items.
Applies to KS4
The General Self-Efficacy Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout, and anxiety. It has been found that a strong sense of personal efficacy is related to better health, higher achievement and better social integration
Applies to KS4
The Perceived Stress Scale (PSS) is the most widely used psychological instrument for measuring the perception of stress. It is a measure of the degree to which situations in one’s life are appraised as stressful. Items were designed to tap how unpredictable, uncontrollable, and overloaded respondents find their lives. High levels of stress are associated with poor self-reported health, elevated blood pressure, depression, and susceptibility to infection.
Applies to KS4
Being that body image results from a coming together of different factors, the Adolescent Body Image Satisfaction Scale for males (ABISS) helps to identify 3 subscales that attend to how adolescent males perceive their body image. The first subscale, body competence, helps explain how people may place value in the development of their body from a positive perspective. Closely related to body competence, body inadequacy emerged as the second subscale. For example, feeling ignored, intimidated, and unattractive by other people demonstrates how an adolescent may develop a negative body image. Other factors, such as feeling insecure and weak, also relate to feeling inadequate relative to a social standard of comparison. Internal conflict was a third subscale that emerged and includes 4 items that capture the balance between an adolescent’s positive and negative perceptions of body image. For example , being critical of one’s body, and seeking reassurance from others concerning appearance
Applies to KS4
Sport England run an Active Lives Children and Young People Survey (covering years 1-11), which is published annually and gives a comprehensive view of how people are getting active This survey covers the key themes included in the Active Lives Children and Young People Survey for levels of activity (during the school day and outside school) and types of activity This survey can then be used in conjunction with other surveys from the (1) Physical Activity and Behaviours category e.g.Attitudes to Physical Activity; Time spent not being active; School travel mode and parental physical activity practices; Sleeping habits; (2) Perceptions of Self category e.g. Physical Self Perception Profile; and (3) Mental wellbeing category, to draw some key associations and linkages between physical activity and wellbeing
Applies to KS4
In the UK schools influence 40–45% of youngsters waking time, a portion that is only secondary to the time spent in the home. However it is important to understand how many hours a day, including weekends, children spend time being inactive and what are they spending time on being inactive e.g. Using a phone or texting ; Using a games console or other video game device.
Applies to KS4
Based on the Trait Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a significant part of research in emotional intelligence (EI). The questionnaire comprises 30 short statements, two for each of the 15 trait Emotional intelligence (EI) facets, designed to measure global trait EI. Example items include ‘I can control my anger when I want to’, ‘I feel good about myself ’ and ‘I’m good at getting along with my classmates’.
Applies to KS4
The WEMWBS is a positively worded scale for the measurement of mental wellbeing. The scale has been widely used nationally and internationally for monitoring, evaluating projects and programmes and investigating the determinants of mental wellbeing. The WEMBS is free to download/use but you must first register for copyright purposes. If you have, you have already you can download a copy on this page! https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs
Applies to KS4
Questionnaire Name
Description
The HSE Work-related stress scale was developed and tested alongside the Work-related Quality of Life scale (WRQoL scale - also included in the Bounce platform) by Portsmouth University. It provides feedback on the seven stressor categories included in the UK Health and Safety Executive's Management Standards; such as demands, management support and relationships.
Staff Survey
The General Self-Efficacy Scale is correlated to emotion, optimism, work satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout, and anxiety. It has been found that a strong sense of personal efficacy is related to better health, higher achievement and better social integration
Staff Survey
The Work Related Quality of Life scale enables organisations to measure the key factors contributing to the well-being, engagement and stress of their staff. More specifically, this scale assesses seven core factors which interact to explain and predict an individual's Quality of Working Life (listed below). This questionnaire has been completed by thousands of educational professionals across the world and is a great place to start in understanding your staff needs as a school.
Staff Survey
The What Works Centre for Wellbeing has developed this suggested set of questions in collaboration with The Department for Work and Pensions to give a quick snapshot of how people are doing with respect to different aspects of wellbeing. So that you can support the wellbeing of your workforce, we recommend that you regularly ask your staff how they are doing using these questions.
Staff Survey

Other FREE resources

Browse from some of the other resources we provide such as template letters and promotional items!

10 Ideas to Create a Happy Classroom (Poster)

Brought to your by Adrian Bethune at Teachappy.co.uk, here is a free poster summarising the 10 key ideas from the award-winning book Wellbeing In The Primary Classroom. Print it off for your classroom to remind you of what really matters!
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18 Wellbeing Hacks for Students

Brought to you by www.wellbeinghacks.org, here is a great poster for secondary students with some simple wellbeing tips and 'hacks'. Perfect for promoting in your student common rooms or wellbeing displays!
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5 Ways to Wellbeing Posters

The concept of the "five ways to wellbeing", produced by the New Economics Foundation, is a great way of demonstrating some small things you can do to improve your wellbeing. We've created a set of posters for Primary and Secondary schools to help you promote each of the "5 ways" in your school/organisation! Don't forget to check out our postcards too.
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5 ways to wellbeing postcards

The concept of the "five ways to wellbeing", produced by the New Economics Foundation, is a great way of demonstrating some small things you can do to improve your wellbeing. Further, we've created these 5 'postcards' as a way you can promote them in your school/organisation!
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Bounce Forward - 5 ways to wellbeing ideas

Bounce Forward have published some ideas around how to improve your wellbeing by building on the "5 ways to wellbeing" concept, developed by the New Economics Foundation. Download them for some FREE, original ideas. Connect Be Active Keep Learning Take Notice
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Letter to parents (template)

We have produced a template letter that you can send to parents informing them about the use of Bounce within school. This letter is intended to provide a starting point and can be modified as need be.
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Mental health and wellbeing in primary schools toolkit

The Schools' Wellbeing Partnership have produced a toolkit, building on the 8 principals set out in Public Health England's guidance sharing how you can promote and support mental wellbeing across all aspects of school. This is a great resource and may just provide you with some ideas and practical ways that you can support your school community in the future.
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Teach Secondary awardTeach Primary Shortlist 2020