Life Skills GO has released preliminary findings from its 2024 annual report, providing valuable insights into the emotional landscape of Australian students. With over 3 million check-ins, the data offers a comprehensive look at how students are feeling and what factors are influencing their emotions. 

Key Findings 

• Tiredness on the Rise: The most significant trend in 2024 was an increase in students checking in as "tired." Of the 3 million check-ins, nearly 1 in 5 indicated that they were feeling tired. Year 4 students experienced the highest number of "tired" check-ins, with nearly 100,000 instances.
• The Impact of Online: The digital age has left its mark on student emotions. The number of students reporting that something "online" had influenced their feelings increased to nearly 200,000 check-ins. Year 11 students were most likely to check in with "online" as a factor.
• Happiness and Love: Despite the challenges, there were also positive trends. "Happy" remained the most frequently checked-in emotion, comprising 36% of all responses. Kindergarten students were most likely to express love, with a higher percentage of "loved" check-ins than any other year group.
• Context Matters: The context in which students find themselves plays a crucial role in their emotional state. More students indicated that "at home" contributed to their feelings than "on the playground."
• Readiness to Learn: A promising statistic is that 68.17% of check-ins indicated that students were "ready to learn." This suggests that despite the challenges, many students are still engaged and motivated. 

What These Insights Mean 

These findings offer valuable insights for educators, parents, and policymakers. The increase in tiredness highlights the need for a balanced approach to learning and rest. The impact of the online world underscores the importance of digital literacy and responsible online behaviour. 

The high number of "happy" check-ins and the focus on love among kindergarteners are positive indicators of healthy social and emotional development. The importance of context emphasises the need for safe and supportive learning environments both at home and at school. 

Key questions for further investigation 

What is making the students tired? 

Is there a link between the increase of ‘online’ and ‘tired’ check-ins? 

Why does the number of students checking in as ‘loved’ decrease as students get older? 

Do students who check in as ‘ready to learn’ have higher academic performance than those who don’t? 

Looking Ahead  

Life Skills GO will continue to monitor student wellbeing and provide data-driven insights. By understanding the factors that influence student emotions, we can get educators the information they need to provide safe and nurturing environments for all learners.  

Conclusion 

The 2024 Life Skills GO report offers a valuable snapshot of student wellbeing in Australia. While there are challenges, there are also positive trends and opportunities for improvement. By addressing the root causes of tiredness, promoting digital literacy, fostering healthy social and emotional development, and creating supportive environments, we can work towards a brighter future for all students. 

Let's continue the conversation. What are your thoughts on these findings? What actions can we take to support student wellbeing? 

[ Rydr Tracy is the Head of Education at Life Skills Group and former Director of Strategic Priorities at CESE. He is a specialist in evidence-informed practice in educational innovation, with a career focus on strategic change that improves student outcomes. He draws on a rare blend of successful experience in schools, system leadership roles and industry practice – experience that has given him a deep understanding of the complexities of the education sector from the classroom to the boardroom and a demonstrated capacity to generate practical recommendations that are grounded in context and evidence. ]