Student Dashboard
The Student Dashboard lets you focus on one student at a time. While the Year Level Dashboard reveals patterns across a whole cohort, this page is where you go deeper — reading how an individual student is tracking across mental, social, and academic wellbeing, understanding their peer connections, and seeing the survey responses that sit behind the scores. Use it when you want to prepare for a wellbeing conversation, investigate a concern, or simply understand a student more fully before deciding on a course of action.
Purpose
This page is most useful for coordinators and wellbeing leads working with individual students. You might come here after noticing a flagged student on the Year Level Dashboard, as part of a routine class review, or because a student has come to your attention through other means. Everything on this page is scoped to one student at a time — their attributes, their wellbeing scores, and their place in the peer network — so you can build a rounded picture before acting.
Page Layout
The page is divided into two main areas.
The left panel is dedicated to the selected student. It shows their name and class, a list of eleven survey-based attributes with their response values, and a K6 radar chart comparing their psychological distress profile against the year level average. Two filters sit above the student name and control which students are available to browse.
The right side is split into two rows. The top row contains three wellbeing panels — Mental wellbeing, Social wellbeing, and Academic wellbeing — each showing a percentage score and a set of insight cards. The bottom row contains the peer network section, with five tabs covering different relationship types and a connections summary panel beside each network view.
Filters
Two filters sit above the student panel and work together to control which students are available to browse.
Filter by Class — A dropdown listing all classes in the year level (for example, 8A through 8F). Selecting a class limits the student list to that class only. Leave this filter empty to browse students across the entire year level.
Priority — A dropdown with two values: High and Normal. Selecting High limits the list to students flagged as high priority based on their wellbeing data. Selecting Normal shows students without a priority flag. Leave this filter empty to include all students regardless of priority.
The two filters work together. Selecting class 8D and priority High, for example, shows only the high-priority students within 8D — a useful starting point for a focused class review.
Student Panel
Selecting a Student
The student panel shows one student at a time. Their name appears in bold at the top of the panel, with their class shown underneath.
Use the ◀ and ▶ arrows on either side of the name to move through the filtered student list one by one. To jump directly to a specific student, click the search icon (🔍) to open a searchable dropdown of all students currently available under the active filters.
Use the search when you already have a student in mind — it is much faster than stepping through arrows, especially in a large class.
Student Attributes
Below the student name, eleven attributes from the student's survey responses are listed in two columns — the attribute name on the left and their response value on the right. Each attribute has a ⓘ icon; hover over it to see the exact scale and definition used in the survey.
| Attribute | What it measures | Scale |
|---|---|---|
| Growth mindset | Belief in whether intelligence can grow with effort | 1–7 — Fixed, Developing, Growth |
| Achievement Score | Overall academic achievement; higher values indicate stronger academic performance | 0 = Lowest → 10 = Highest |
| Belonging & Support Score | How supportive and engaging the student feels the school is | 1–7 — Low, Moderate, High |
| Opinion valued | Whether the student feels their opinion matters | 1–7 — Not Heard, Somewhat, Valued |
| Feeling isolated | Degree to which the student feels excluded because of their opinions | 1–7 — Low, Moderate, High |
| Comfort at school | Degree of comfort and sense of belonging at school | 1 = Strongly Agree → 7 = Strongly Disagree |
| Life satisfaction | General sense of happiness and life satisfaction | 1–7 scale |
| Mental Distress (K6) | Psychological distress level based on the Kessler 6 scale | 6–30; higher scores indicate greater psychological distress |
| Identification with School | Extent to which the student takes criticism of the school personally; higher scores indicate greater sensitivity | 1–7 — Low, Moderate, High |
| Bullying tolerance | Extent to which the student believes bullying is not tolerated at school | 1 = Strongly Disagree → 7 = Strongly Agree |
| School helps future | Degree of agreement that what students learn at school will benefit their future | 1 = Strongly Disagree → 7 = Strongly Agree |
Achievement Score is displayed in colour, corresponding to the student's performance band — for example, amber for Developing and green for Proficient. All other values appear as plain text.
Read these attributes as a quick orientation to the student before moving to the wellbeing scores. A student with low Belonging & Support Score, low Comfort at school, and high Feeling isolated is telling you something consistent and important, even before you open the wellbeing panels.
These attributes come directly from the student's survey responses. A student who did not complete the survey will show empty or placeholder values.
K6 Radar Chart
Below the attribute list, the K6 radar chart visualises the student's psychological distress profile across six dimensions: Nervous, Worthless, Fatigue, Depressed, Restless, and Hopeless.
The chart plots two overlapping shapes. The grey shape represents the year level average across all six dimensions. The blue shape represents the selected student. The further a point extends toward the outer ring, the higher the distress on that dimension.
The background of the chart uses a colour gradient — green in the centre indicating low distress, moving through yellow and into red at the outer edge. This lets you see at a glance whether the student's profile sits in a low, moderate, or high distress range.
A student whose blue shape broadly overlaps the grey is tracking similarly to their cohort. Where the blue shape extends noticeably beyond the grey on a particular axis — for example, a spike toward Nervous or Depressed — that dimension is elevated relative to peers and worth noting. The chart does not replace a clinical assessment, but it can help you identify where to start a conversation.
Wellbeing Score Panels
The three wellbeing panels across the top-right of the page each present a composite score and a set of insight cards for the selected student. All three update automatically when you select a different student.
Each panel has a ⓘ icon in its top-right corner. Hover over it to see how that score is calculated.
The score is shown as a percentage inside a colour-coded gauge — green indicates high wellbeing, amber indicates a mid-range result, and red indicates a low or concerning score. Below the gauge, one or more insight cards describe what is driving the score and suggest a practical response. Each card carries either a green tick (a positive finding) or an amber or red warning triangle (an area of concern).
Read the gauge to understand the overall picture, then read the insight cards to understand the detail. Two students can have similar scores for very different reasons, and the cards are where those differences become visible.
Wellbeing scores are composite indicators derived from survey responses and peer network data. They are starting points for conversation and professional judgement — not diagnostic tools. Always interpret them alongside your direct knowledge of the student.
Mental wellbeing
The Mental wellbeing score is based on the internationally recognised Kessler K6 Psychological Distress Scale. Scores are adjusted to range from 0% (high distress, low wellbeing) to 100% (low distress, high wellbeing).
The insight cards you may see for this panel are:
- High Mental Wellbeing — The student shows positive mental wellbeing; encourage continuation of supportive habits.
- Medium Mental Wellbeing — The student shows signs of moderate stress; suggest monitoring and supportive strategies.
- Low Mental Wellbeing — The student experiences significant stress; consider connecting them to wellbeing support.
- Positive Peer Perceptions — The student rarely reports feeling disrespected by others, indicating generally positive peer relationships.
- Positive Life Satisfaction — The student feels very happy with life, showing strong emotional wellbeing; encourage continued positive engagement.
- Occasional Feelings of Disrespect — The student occasionally feels disrespected by peers; creating open dialogue about peer interactions may help resolve misunderstandings.
- Disrespect and Mental Health — Possible disrespect impact on the student's mental health from having 2 or more peers who disrespect them.
- Mental Wellbeing Concerns — Student needs support from a school counsellor.
A Low Mental Wellbeing or Mental Wellbeing Concerns card is a prompt for immediate follow-up. A Disrespect and Mental Health card signals that the student's distress may be connected to peer behaviour — check the Disrespect Network tab to see who is involved.
Social wellbeing
The Social wellbeing score is a composite measure based on the strength and reciprocity of friendship ties and the relative absence of disrespect connections. It ranges from 0% (limited social support and high disrespect) to 100% (strong social support and no disrespect).
The insight cards you may see for this panel are:
- High Social Wellbeing — The student has positive, reciprocal friendships and is socially engaged; encourage them to continue fostering connections and support peers who may need help building friendships.
- Average Social Wellbeing — The student has some social connections but could deepen friendships or expand their network; involvement in group activities may strengthen their social engagement.
- Low Social Wellbeing — The student shows limited social connections or possible negative interactions; supportive peer programs or social activities could help improve their social wellbeing.
- Popular as a friend — The student is well-liked by many friends.
- Influencer — The student is seen as influential among the year level, having been nominated by 5 or more peers.
- Friendly Influencer — The student is selected by many peers as a friend and is also seen as influential; a positive social position worth nurturing.
- Lack of Strong Friendships — The student may nominate others as friends, but others are not reciprocating; try to help them build mutual friendships.
- Disrespectful to Others — Nominated as disrespectful by 4 or more peers; consider discussing the behaviour with the student.
A Disrespectful to Others card warrants a direct conversation with the student. Lack of Strong Friendships is a subtler concern — the student may appear socially active while feeling unreciprocated, which can be isolating. The Influencer and Friendly Influencer cards highlight students who can be positive peer leaders if given the right support and responsibility.
Academic wellbeing
The Academic wellbeing score is a composite based on raw achievement tiered by score, growth mindset, and peer feedback engagement. It ranges from 0% (low academic wellbeing) to 100% (high academic wellbeing).
The insight cards you may see for this panel are:
- High Academic Wellbeing — The student achieves academically and actively supports peers; encourage continued engagement.
- Average Academic Wellbeing — The student shows moderate academic performance; encourage deeper peer engagement and growth mindset.
- Low Academic Wellbeing — The student has limited academic confidence; suggest participation in supportive peer or mentoring activities.
- Low Growth Mindset — The student may doubt their learning abilities; encourage activities that reinforce growth potential.
- No Outgoing Feedback — The student hasn't yet provided peer feedback; encourage them to share thoughts or support classmates.
- No Incoming Feedback — The student has not received peer feedback; consider facilitating opportunities for peer recognition and interaction.
- No Feedback from High-Achievers — The student lacks feedback from high-achieving peers; consider pairing them in collaborative tasks.
- Receiving Many Feedback from High-Achievers — The student is recognised by high-achieving peers; encourage leveraging these connections for academic growth.
A Low Academic Wellbeing card combined with a Low Growth Mindset card suggests the student may need both targeted academic support and encouragement around their belief in their own ability to improve. Feedback-related cards are useful for thinking about peer groupings and collaborative learning opportunities.
Peer Networks
The bottom section of the page shows the selected student's place within five peer networks. Select a tab to switch between network types. The visualisation on the left shows the student — highlighted in red — surrounded by their connected peers. The panel on the right lists the specific connections for that network type, organised into labelled sections.
Each connection appears as a chip showing the peer's name and a directional arrow icon. Where a section has no connections, a short placeholder message appears (for example, No mutual influence connections).
Friendship Network
The Friendship Network shows who the student nominated as friends and who nominated them.
- Key Friends — Peers with whom the friendship is reciprocal; both students nominated each other.
- Selects as friend — Peers the student nominated as friends, where that nomination was not returned.
- Is selected as a friend by — Peers who nominated the student, where the student did not nominate them back.
Reciprocal friendships (Key Friends) are the strongest signal of genuine social connection. A student with many one-directional nominations — either outgoing or incoming — but few reciprocal ones may be experiencing the social gap that the Lack of Strong Friendships insight card describes.
Influence Network
The Influence Network shows peer influence relationships based on survey nominations.
- Mutual Influence — Peers with whom influence is reciprocal.
- Influenced by — Peers who the student looks up to or is influenced by.
- Influence over — Peers who look up to the student or are influenced by them.
A student with a strong Influence over list is a potential peer leader. This is particularly relevant when read alongside a Friendly Influencer card in the Social wellbeing panel.
Feedback Network
The Feedback Network shows peer feedback relationships from the survey.
- Mutual Feedback — Peers with whom feedback was exchanged in both directions.
- Feedback from — Peers who gave feedback to the student.
- Feedback to — Peers the student gave feedback to.
Students who appear in neither Feedback from nor Feedback to are not yet participating in the peer feedback process — consistent with No Incoming Feedback or No Outgoing Feedback cards in the Academic wellbeing panel.
Disrespect Network
The Disrespect Network shows disrespect relationships reported in survey responses.
- Mutual Disrespect — Peers where disrespect was reported in both directions.
- Disrespected by others — Peers who reported disrespecting the student.
- Disrespectful of others — Peers the student reported disrespecting.
Use this network in conjunction with the Disrespect and Mental Health or Disrespectful to Others insight cards. The names in these lists give you a starting point for understanding the peer dynamics behind those flags.
Disrespect data reflects survey self-reports and should be treated with care. Use it to inform a pastoral response and guide supportive conversations — not as a basis for disciplinary action on its own.
Activity Network
The Activity Network shows which school activities the student participates in and which peers share those activities.
- Activities Selected — The activities the student nominated in their survey response, shown as chips. The visualisation shows the student connected to each activity node, with other participating peers also visible.
Activity connections can be a useful lever for students who lack reciprocal friendships — shared activities provide a natural starting point for building peer relationships.
How to Use This Page
The Student Dashboard is most useful as a deep-dive tool for individual students. Here is a practical approach for using it effectively:
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Filter to your focus group first. Use Priority: High to review students whose wellbeing data warrants immediate attention, or select a class to work through a routine review. Using both filters together is the fastest way to start with the students who need the most support.
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Read the attribute list before the scores. The eleven attributes give you a quick orientation to the student — where they sit academically, whether they feel they belong, and how they relate to school. Look for patterns across multiple attributes rather than reacting to any single value. A student with low Belonging & Support Score, low Comfort at school, and high Feeling isolated is showing you a consistent picture.
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Check the three wellbeing panels. The percentage score gives you the overall standing in each domain; the insight cards tell you what is driving it. Two students with similar scores can present very differently — read the cards carefully. A Low Mental Wellbeing or Mental Wellbeing Concerns card calls for immediate follow-up. A Disrespect and Mental Health card signals a connection between peer behaviour and distress that needs investigating.
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Use the K6 radar chart to check for elevated distress dimensions. Even if the overall Mental wellbeing score looks moderate, a spike on a single axis — such as Nervous or Depressed — relative to the year level shape may be worth noting in a follow-up conversation.
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Open the Friendship Network to understand the student's social position. Check whether their Key Friends list is populated and whether nominations are reciprocal. A student with many outgoing nominations but few returned connections may be experiencing the social gap that a Lack of Strong Friendships card describes.
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Open the Disrespect Network if the student has been flagged for peer difficulties. The names in the Disrespected by others and Disrespectful of others sections give you specific students to consider when planning a pastoral response.
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Check the Influence and Activity networks when thinking about peer support opportunities. Students with a strong Influence over list can be valuable positive peer leaders. Shared activities in the Activity Network can provide a natural entry point for building connections with isolated students.
The Student Dashboard works best as a follow-up to the Year Level Dashboard. Use the year level view to spot patterns and identify students of concern, then come here to understand each student individually before deciding how to respond.