Development and Validation of the Student Well-Being Survey

• In Event: Use Your Voice: Harnessing Student Voice Data in a Large Urban District

Abstract

Objectives or Purposes:
1. Detail the process of piloting and improving the instrument’s content
2. Discuss the role of student input and feedback in the development process
3. Share validation process and psychometric properties of the finished measure

Perspectives or theoretical framework:
Prior to developing the survey questions, staff did a comprehensive search of existing instruments, which revealed that no validated surveys met the specific needs of our District and context. Therefore, the research team worked to develop the items and corresponding constructs. The work is grounded in Social Emotional Learning research (Durlak, Mahoney, & Boyle, 2022; Taylor, Durlak, Oberle, Weissberg, 2017), as well as prior research on key protective factors that support positive long-term outcomes for students in high-violence, high-poverty environments (Cornell, Gregory, Huang, & Fan, 2013; Hendron & Kearney, 2016; McKinney, 2013; Yeide & Kobrin, 2009).

Methods, techniques or modes of inquiry:
The team employed a mixed-methods instrument design process to develop and improve the survey, including multiple rounds of qualitative research with district students and staff. This paper describes the development and refinement of items and response options; removal of several items; internal consistency analysis and results (Cronbach, 1951); predictive validity analysis and results (Nunally & Bernstein, 1994); and confirmatory factor analysis and results (Brown, 2015). It also describes research currently underway to examine relationships between implementation data for SEL and climate programming in the district and student well-being, as measured by this instrument.

Data sources, evidence, objects, or materials: This paper will include artifacts from the development process that demonstrate the evolution of the instrument, representative quotes from qualitative phases of the development process, and results from the analyses discussed in the paper.

Results and/or substantiated conclusions or warrants for arguments/points of view: The development and validation process described in this paper has produced a valid instrument capable of providing actionable, formative information to school and district leaders. This instrument is a contribution to the field both in terms of measurement of key constructs for student well-being, and in terms of evaluation of impacts of interventions and programs designed to improve students’ relationships in school and social-emotional well-being.

Scientific or scholarly significance of the study or work: This paper offers a demonstration of a successful project by a multi-departmental team in a large urban district to develop a formative measure of student well-being. The instrument itself is a significant contribution, as it offers an example of a validated instrument that meets a need many districts are currently facing: the need for real-time data on students’ relationships in schools and social and emotional well-being and development. This instrument is now being leveraged by practitioners in the district to immediately impact school- and district-level programming. Further, the instrument can and will be leveraged in support of effectiveness research on interventions and programs designed to improve student well-being.

Authors

• Adrienne Reitano, The School District of Philadelphia

• Abigail Gray, TRAILS

• Shannon Ellis, The School District of Philadelphia