We're excited to share with you a Deep Dive into Shortland Public School with AP Daniel Payne, which has been using wellbeing data to evidence improvement in their programs and provide differentiated support to all students.
We are a diverse school community, including seven inclusive education classes. Our students come from a range of socio-economic backgrounds, with nearly 20% English as an Additional Language/Dialect (EALD) and 40% Indigenous Australian. We initially introduced Life Skills GO to support our wellbeing framework and enhance students’ emotional literacy and self-regulation skills. Our goal has been to create a proactive, data-driven approach to student wellbeing.
How has the approach to using Life Skills Go changed over time?
Initially, check-ins were more structured with guided discussions. Now, it has become a seamless routine where students check in independently upon entering the classroom. Over time, check-ins were expanded to include after lunch and recess, allowing students to make it a routine part of their day. The platform provides a uniform method for check-ins, unlike varied systems like peg charts. Students are more consistent in expressing their emotions, although younger students still need guided learning. Teachers can proactively address conflicts by analysing check-in data. For example, after lunch, a group of students displayed increased anxiety and sadness, prompting immediate intervention. Teachers also use the notes function to flag wellbeing concerns.
What were some challenges faced in implementing Life Skills GO?
We faced several key challenges:
Like many schools, we had been relying on attendance and behaviour incidents reccounts, which kept us in a reactive space. We wanted to identify concerns early and prevent disruptions before they escalated.
Life Skills GO was chosen because it allows us to track wellbeing data based on student voice, shifting the focus to proactive student support. We implemented check-ins usually three times per day—morning, after recess, and after lunch—to gain consistent insights into student wellbeing.
The goal was to collect baseline data and combine it with other datasets (behaviour, attendance) to create a more comprehensive picture of student needs. We have also engaged in explicit teaching of emotions using Life Skills GO emotion cards and PowerPoint presentations.
Additionally, we tailored professional learning sessions for staff, helping them integrate wellbeing data into their classroom practices.
We started by refining our check-in process:
Teachers were encouraged to use wellbeing data to inform morning routines, class discussions, and whole school interventions.
Our Principal and Wellbeing Lead ensured that wellbeing data was integrated at all levels of school planning. Some classes used interactive whiteboards for check-ins, while others preferred individual devices for privacy.
To ensure sustained use, leadership monitored engagement and provided additional support where needed. Regular review meetings helped keep wellbeing at the forefront of our school’s priorities.
Without an effective check-in system, we would have continued relying on outdated methods, making it difficult to provide timely and targeted support. Life Skills GO has helped us proactively address wellbeing concerns and tailor interventions. The ability to monitor trends across the school has been a game changer, making it easier to connect students with the right support at the right time.
An example of its impact came when we noticed a significant number of students checking in as ‘tired’ on Monday mornings. We used this data to initiate a discussion on sleep routines and communicate with parents. Similarly, we’ve been able to track social conflicts and intervene before they escalate.
The consistency of our approach has led to improved student engagement, with check-ins now being a normal part of the school day rather than a separate task.
Moving forward, we aim to:
What advice would you give to other schools implementing Life Skills Go?
By embedding wellbeing into your daily school life, we are creating a supportive environment where students feel seen, heard, and empowered.
Want to find out how Life Skills GO can help your school understand and achieve your wellbeing goals? Request a demo with our team.
If you're interested in learning more about Shortland Public Schools journey using Life Skills GO, join us for our upcoming webinar on the 19th of March with Daniel Payne, Assistant principal of Shortland Public School at 7 PM. Register here to secure your place. If you can't attend the scheduled time, register anyway and we will send you the recording.
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