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Action Dashboard

The Action Dashboard is a triage page — it brings together the students who most need your attention across four categories of response: Support, Encourage, Monitor, and Intervene. Rather than asking you to piece together a picture from multiple pages, this page does the prioritisation work for you, surfacing the students who fit each category based on their survey responses and peer network data.

Purpose​

Use this page at the start of a wellbeing review cycle, or any time you need a quick picture of which students require follow-up. Each column represents a different type of response — from pastoral support through to direct intervention — so you can triage across the cohort efficiently before moving to the Student Dashboard for individual detail.

Page Layout​

The page is divided into four columns arranged side by side: Support, Encourage, Monitor, and Intervene. Each column has a coloured title and a ⓘ icon describing what that category covers. Within each column, one or more sub-lists identify specific groups of students relevant to that category. Each sub-list also has its own ⓘ icon with a precise definition.

All lists show student names ranked from highest to lowest on the relevant metric, with a count column (#) or score column showing the value that placed them on the list.

Support​

Hover over the ⓘ icon on the Support column heading to see: Identifies students who may need extra help — those with high psychological distress (K6), feelings of isolation or disrespect, and top feedback-providers who are themselves struggling academically.

The Support column contains four sub-lists.

Mental Health​

Hover over the ⓘ icon to see: Mental Health Concerns — follow up with school counsellor.

This list ranks students by their K6 Score — a measure of psychological distress from the Kessler 6 scale. Higher scores indicate greater distress. Students are listed from highest score to lowest, with two columns: Name and K6 Score.

The K6 scale runs from 6 to 30. A score of 18 or above is generally considered to indicate significant psychological distress. Students appearing at the top of this list should be prioritised for a wellbeing check-in and, where appropriate, a referral to the school counsellor.

caution

K6 scores are self-reported survey data and should be treated as one indicator among several — not a clinical diagnosis. Always use this information to prompt a conversation, not to make assumptions about a student's mental health status.

Isolated​

Hover over the ⓘ icon to see: Isolated — has not selected anyone as a friend, nor has anyone selected them as a friend.

This list identifies students who have no friendship connections in either direction — they neither nominated anyone as a friend nor received any friendship nominations. The # column shows the number of friendship connections (a value of 0 confirms complete isolation in the friendship network).

Social isolation is a significant risk factor for wellbeing. Students on this list have no visible peer support network and may benefit from targeted social inclusion support, structured peer connection activities, or a direct pastoral conversation.

Disrespected​

Hover over the ⓘ icon to see: Students are disrespected by other students.

This list ranks students by the number of peers who nominated them as someone who disrespects them — meaning these students are on the receiving end of disrespect from others. The columns are Student and # (number of peers who nominated them).

Students high on this list may be experiencing ongoing peer harassment or bullying. Cross-reference their profile on the Student Dashboard and check the Disrespect Network tab to understand which specific peers are involved.

Feedback Providers Needing Support​

Hover over the ⓘ icon to see: Feedback Providers with Academic Growth Potential — Support them so their academic growth positively impacts peers who rely on their feedback.

This list identifies students who are active peer feedback providers but have lower academic achievement scores themselves. The columns are Name, Achievement... (Achievement Score), and #Feedback (number of feedback nominations received or given).

These students are socially engaged and influencing their peers through feedback, but may need additional academic support to ensure the guidance they provide is grounded and beneficial. Supporting their academic growth has a ripple effect on the peers who look to them.

Encourage​

Hover over the ⓘ icon on the Encourage column heading to see: Highlights your most active 'learning helpers' — students who regularly assist peers — so you can recognise and formally empower them as peer mentors.

Learning Helpers​

Hover over the ⓘ icon to see: Provide meaningful feedback about learning to others.

This list ranks students by the number of peers they have provided meaningful learning feedback to — the # students helping column. Students at the top of this list are your most active peer learning supporters.

These students are assets to your school's learning culture. Formally recognising their contribution — through peer mentoring roles, leadership acknowledgement, or structured responsibilities — can deepen their positive impact and signal to the wider cohort that helping others is valued.

Monitor​

Hover over the ⓘ icon on the Monitor column heading to see: Lists key social influencers whose connections shape the wider network — keep an eye on their behaviour to catch emerging trends early.

Influencers​

Hover over the ⓘ icon to see: Selected by many other students as popular and influential (in either a good or bad way).

This list ranks students by the number of peers who nominated them as influential — the # column. Students at the top of this list carry the most social weight in the year group, regardless of whether their influence is positive or negative.

Influencers are not automatically a concern — many will be positive role models. The reason they appear in the Monitor category rather than Encourage is that their influence can cut in either direction. A student with a high influence count who also appears on the Disrespectful list is amplifying harmful behaviour across the cohort. A student with a high influence count who also appears as a Learning Helper is amplifying positive behaviour.

Use the Student Dashboard to understand the full profile of each influencer before deciding whether they need monitoring, encouragement, or both.

tip

Students who appear on both the Influencers list and the Disrespectful list are the highest priority to monitor. Their social reach means their behaviour — positive or negative — has an outsized effect on cohort culture.

Intervene​

Hover over the ⓘ icon on the Intervene column heading to see: Flags students most often nominated as disrespectful, spotlighting where targeted behaviour or relationship interventions are needed.

Disrespectful​

Hover over the ⓘ icon to see: Highly selected as being disrespectful to other students.

This list ranks students by the number of peers who nominated them as disrespectful — the # column. Students at the top of this list are being identified by the largest number of peers as a source of disrespect.

These students require direct attention. A high number on this list suggests a pattern of behaviour that extends beyond a single peer conflict — it reflects how the wider cohort experiences their conduct. Use the Student Dashboard's Disrespect Network tab to see exactly which peers are involved before deciding on a response.

caution

Disrespect nominations are self-reported by peers and reflect perception rather than verified behaviour. Use this list to prioritise conversations and investigations, not to draw conclusions about a student's conduct without further context.

How to Use This Page​

The Action Dashboard is most useful as a weekly or fortnightly review tool — a structured way to ensure no student who needs attention is being missed.

  1. Start with the Support column. Work through all four sub-lists. The Mental Health list identifies students at risk of significant distress; the Isolated list identifies students with no social safety net; the Disrespected list identifies students experiencing ongoing peer harm; and the Feedback Providers Needing Support list identifies students whose academic needs may be going unmet despite their social engagement.

  2. Move to the Intervene column next. The Disrespectful list identifies students whose behaviour is affecting others. Cross-reference with the Disrespected list — if the same student appears on both, a more complex peer dynamic may be at play that warrants careful investigation before any response.

  3. Check the Monitor column. Review the Influencers list and note any students who also appear on the Disrespectful or Disrespected lists. These students have the greatest capacity to shape cohort culture and should be engaged proactively rather than reactively.

  4. Use the Encourage column to identify students for positive recognition. The Learning Helpers list gives you concrete names and numbers — students who are already contributing positively and who would benefit from formal acknowledgement or a peer mentoring role.

  5. Move to the Student Dashboard for any student you want to understand in more depth. The Action Dashboard tells you who needs attention and why — the Student Dashboard gives you the full individual picture before you decide on a response.

  6. Look for students who appear across multiple lists. A student on both the Mental Health and Isolated lists is experiencing distress without a social support network — a combination that needs urgent attention. A student on both the Influencers and Disrespectful lists is shaping cohort culture negatively. Cross-list presence is always a stronger signal than a single-list appearance.

tip

Bring this page into your wellbeing team meeting as a standing agenda item. The four columns map directly to four types of action — Support, Encourage, Monitor, Intervene — which makes it straightforward to assign responsibility and track follow-up across your team.