The Era of Measuring Social Emotional Needs in Real-Time

Updated: Mar 25

This blog is sponsored by our partner MyLife for Schools. MyLife for Schools is a new web-based mindfulness tool that works in the classroom, in distance learning and in a hybrid educational model. Middle and High School student's check-in regularly with how they’re feeling, and MyLife recommends short mindfulness activities tuned to their emotions. Teachers and administrators have the ability to see both classroom and school dashboards that compile and anonymized student's emotional data. To learn more visit here.

Addressing SEL Needs Deriving from Isolation

As schools reach almost a full year of closures, the concerns around student well-being are at the front of mind for every administrator, educator and parent. The concerns are especially high for adolescents. In a survey and study conducted by the University of Calgary that surveyed over 2,000 students, results showed that “students reported moderate and equal concern for their health, family confinement, and maintaining social contact. Student stress levels were also above critical thresholds for 25 percent of the sample, and females and older adolescents (age 15-18 years) generally reported higher stress indicators as compared to males and younger (age 12-14 years) adolescents. Multivariate analysis showed that stress indicators were positively and significantly correlated with self-reported behavioural concerns (i.e., conduct problems, negative affect, and cognitive/inattention), and that stress arousal (e.g., sleep problems, hypervigilance) accounted for significant variance in behavioural concerns.”

Along with higher stress indicators and behavioural concerns, there is growing concern about the correlation of COVID-19 and youth suicide rates. According to NPR, “NPR spoke with providers at hospitals in seven states across the country, and all of them reported a similar trend: More suicidal c