Wellbeing Assessment Questions for Analysis
Safe
Every child has the right to be protected from abuse, neglect or harm at home, at school and in the community, and be supported to make safe choices. Use the six key questions, and for questions one and two, consider:
- Is the child safe across the contexts of home, school and community?
- Does the child make safe choices?
- Does the child’s peer group make safe choices?
- What factors if any put the child’s safety at risk?
- What would help to minimise risk and pressures for the child?
- What strengths and protective factors are there?
Healthy
Every child should experience the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices. Use the six key questions, and for questions one and two, consider:
- Is good physical and mental health supported at school and within the child’s home?
- Does the child have physical health needs and if so are these being met?
- Does the child have emotional wellbeing needs and if so are these being met?
- Is good physical and mental health likely to be supported by community factors?
- Does he /she make healthy lifestyle choices?
- Does the child’s peer group make healthy lifestyle choices?
- What factors if any put the child’s health at risk?
- What would help to minimise risk and pressures for the child’s health?
- What strengths and protective factors are there?
Active
Every child should have opportunities and be encouraged to take part in a wide range of activities. Use the six key questions, and for questions one and two, consider:
- Is the child sufficiently active so as to promote positive physical and mental health?
- Does the child demonstrate strengths or abilities that can be further developed through extra-curricular activities at home, at school and in the community?
- Is the child aware of and encouraged to explore these opportunities?
- Is the child supported to pursue interests and hobbies?
- Does the child’s peer group demonstrate enthusiasm for and or commitment to extra-curricular activities?
- What factors if any put the child’s level of activity at risk?
- What would help to minimise risk and pressures?
- What strengths and protective factors can be used to improve the child’s levels of activity?
Nurtured
Every child should experience a nurturing, stimulating environment in their lives as they grow and develop. Use the six key questions, and for questions one and two, consider:
- Is the child experiencing a nurturing, stimulating home environment?
- Does the child demonstrate empathy and the capacity to care about others in a nurturing way?
- Is the child supported to explore and make decisions about the world around them at home, at school and in the community?
- Does the child have at least one person in their lives that provides him or her with a positive role model?
- Does the child’s peer group demonstrate empathy and the capacity to care about others?
- Does the child’s development indicate that appropriate nurture, care and stimulation are provided on a daily basis?
- What factors if any put the child’s at risk of missing out on nurturing, stimulating experiences?
- What would help to minimise risk and pressures?
- What strengths and protective factors can be used to create a nurturing, stimulating environment for the child’s growth and development?
Achieving
Every child should be supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community. Use the six key questions, and for questions one and two, consider:
- Does the child have confidence that he / she can achieve?
- Is the child encouraged and supported to achieve?
- Is the child achieving his / her potential?
- Is the child achieving in extra-curricular / community activities?
- Is achievement valued / encouraged / supported by peers and at home?
- What factors put the child’s achievement at risk?
- What would help to minimise risks and pressures on achievement?
- What strengths and protective factors are there?
Respected
Every child should be given a voice and involved in decisions that affect their wellbeing. Use the six key questions, and for questions one and two, consider:
- Is the child encouraged and supported at home and at school to contribute to decisions that affect his or her wellbeing?
- Does the child’s peer group treat him or her with respect and care?
- Does the child demonstrate respect towards others and is this reciprocated at home, at school, with peers and in the community?
- Can the child take opportunities to make his or her voice heard with confidence?
- Does the child demonstrate the capacity to appropriately assert him or herself when others disagree or challenge them?
- Does the child feel respected and understood, even in situations where decisions are made that he or she might disagree with?
- What factors put the child at risk of not being respected?
- What would help to minimise risk and pressures?
- What strengths and protective factors can be used to ensure the child is respected by others and that his or her voice is heard?
Responsible
Every child should be supported and encouraged to develop personal responsibility for their actions, and to take an active role in what happens in their home, school and community. Use the six key questions, and for questions one and two, consider:
- Does the child get appropriate opportunities to develop personal responsibility and independence at home, at school and in the community?
- Is the child given opportunities to demonstrate his or her capacity to be responsible?
- Is the child trusted and given support to develop personal responsibility?
- Does the child’s peer group foster a culture of responsibility appropriate to their age?
- Does the child demonstrate enthusiasm and commitment when offered roles of responsibility?
- Is the child willing and able to accept responsibility for his or her actions?
- Does the child generally demonstrate responsibility through his or her choices and actions?
- Does the child understand and value the need for responsible citizenship?
- What factors put the child at risk of not developing personal responsibility?
- What would help to minimise risk and pressures?
- What strengths and protective factors can be used to develop the child’s personal responsibility?
Included
Every child is unique and they should be valued and accepted for who they are. Every child should be treated equitably and be included. Every child should be supported to overcome all types of inequality, including factors relating to personal, educational and socio-economic circumstances. Use the six key questions, and for questions one and two, consider:
- Is the child valued and accepted for who they are at home, at school and in their community?
- Is the child included by his or her peers?
- Does the child experience equality and equity?
- Are there occasions when the child is not included?
- Does the child demonstrate inclusivity towards others?
- Is the child supported to overcome barriers to his or her inclusion?
- What risk factors put the child’s inclusion at risk?
- What can be done to minimise risks and pressures?
- What strengths and protective factors can be used to facilitate the child’s inclusion at home, at school, with peers and in his or her community?
Practical Tools
http://www.gov.scot/Topics/People/Young-People/gettingitright/resources/practical-tools
Snail Game:
http://www.gov.scot/Topics/People/Young-People/gettingitright/resources/snail-game
The Wellbeing Web can be helpful in supporting children and young people to evaluate their wellbeing and identify next steps.
