Year Level Wellbeing Snapshot
The Year Level Wellbeing Snapshot presents the full distribution of wellbeing data across your year group in one place. Rather than focusing on individual students, it shows how scores are spread across the cohort — where most students sit, where the extremes are, and how different classes compare. It is designed for school leaders and wellbeing coordinators who want to understand the overall health of a year group and identify areas that may need targeted attention.
Page Layout
The page is organised into six tabs, each covering a distinct area of student wellbeing. A Filter by Class dropdown at the top of the page lets you narrow the view to a single class, so you can examine one group in isolation rather than the full year cohort.
The six tabs are:
- School Experience — how students feel about their school environment
- Mental Wellbeing — psychological distress and life satisfaction
- Social Wellbeing — friendships, disrespect, and peer influence
- Academic Wellbeing — academic scores, mindset, and peer feedback
- Masculinity Attitudes — attitudes toward masculine stereotypes
- Compare — side-by-side comparison of all classes across key metrics
Each tab follows the same layout pattern: a larger summary chart on the left showing the overall index or primary metric for that domain, and a grid of smaller charts on the right showing the individual measures that make up that domain.
Filter by Class
The Filter by Class dropdown lets you filter all charts on the current tab to show data for a single class only. Selecting a class updates every chart on the page to reflect that class's distribution. Clear the filter to return to the full year-level view.
Use the class filter alongside the Compare tab. First get a picture of the year group overall, then use the filter to isolate specific classes that stand out in the comparison charts.
School Experience Tab
The School Experience tab shows how students experience their school environment across seven measures.
School feels supportive
The primary chart on the left. It shows the distribution of students across a 1–7 scale where higher scores indicate stronger feelings of school support and engagement. This is the key summary metric for the School Experience domain. A distribution skewed toward the higher end (5–7) indicates that most students feel supported by their school. A spread toward the lower end warrants further investigation into which aspects of school experience are falling short.
Supporting charts
The right side of the tab contains six smaller charts, each showing the distribution for an individual measure on a 1–7 scale.
| Chart | Scale direction |
|---|---|
| Comfort at school | Higher = more comfortable |
| Feeling isolated | Higher = more isolated due to opinions |
| Opinion valued | Higher = feel less heard |
| Bullying tolerance | Higher = believe bullying is not tolerated |
| Respect for school | Higher = take criticism more personally |
| School helps future | Higher = believe school is useful for future |
Pay attention to the scale direction for each chart — it is not uniform. For Feeling isolated and Opinion valued, a higher score indicates a more negative experience. Always read the subtitle beneath each chart title before interpreting the distribution.
Mental Wellbeing Tab
The Mental Wellbeing tab shows psychological distress and life satisfaction across the cohort.
Mental Distress (K6 Overall)
The primary chart on the left. It shows the number of students in each of three distress bands based on the K6 psychological distress scale:
| Band | Score range | What it indicates |
|---|---|---|
| Low | 6–11 | Minimal psychological distress |
| Moderate | 11–18 | Moderate distress — may benefit from support |
| High | 19–30 | High distress — warrants closer attention and follow-up |
A large bar in the Moderate or High band indicates a proportion of the cohort experiencing significant psychological distress. Cross-reference with the Student Dashboard to identify which individual students fall into those bands.
K6 Individual Items
The six smaller charts on the right show the distribution for each individual item from the K6 questionnaire. Each is scored 1–6 where higher values indicate greater distress.
- Nervous — Higher = more anxiety
- Hopeless — Higher = more despair
- Restless or fidgety — Higher = more tension
- Depressed — Higher = nothing could cheer you up
- Everything was an effort — Higher = fatigue and stress
- Worthless — Higher = low self-worth
Life Satisfaction
A full-width chart beneath the K6 section shows the distribution of Life Satisfaction scores across the cohort on a 1–10 scale, grouped into ranges. The legend indicates three bands:
| Band | Score range |
|---|---|
| Low | 0–3 |
| Moderate | 4–6 |
| High | 7–10 |
Life Satisfaction is a broad wellbeing indicator. A distribution concentrated in the Moderate to High range is expected for most year groups — a concentration in the Low range is a meaningful signal worth investigating further.
Social Wellbeing Tab
The Social Wellbeing tab shows how students are connected to their peers across friendship, disrespect, and influence networks.
Overall Social Wellbeing
The primary chart on the left shows the distribution of students across a composite Social Wellbeing score. Three bands are indicated:
| Band | Score range |
|---|---|
| Low | less than 5 |
| Moderate | 5–7 |
| High | greater than 7 |
Network metric charts
The right side of the tab contains six charts showing the distribution of individual network metrics across the cohort. Each chart shows how many students received or made a particular number of nominations.
| Chart | What it measures |
|---|---|
| Friends Nominated | How many friends each student chose |
| Friend Nominations Received | How many times each student was chosen as a friend |
| Mutual Friendships | Number of two-way friendships per student |
| Disrespectful | Number of times each student was marked as disrespectful by others |
| Disrespected | Number of students each person marked as disrespectful |
| Influence | How often each student was nominated as influential |
A long tail to the right in the Disrespectful or Disrespected charts indicates a small number of students involved in a disproportionate share of disrespect nominations — a signal that targeted follow-up may be warranted. Cross-reference with the Student Dashboard and Action Dashboard to identify those students.
Academic Wellbeing Tab
The Academic Wellbeing tab shows how students are performing and engaging academically, including their mindset and peer feedback relationships.
Overall Academic Wellbeing
The primary chart on the left shows the distribution of students across a composite Academic Wellbeing score, using the same three-band legend as Social Wellbeing:
| Band | Score range |
|---|---|
| Low | less than 5 |
| Moderate | 5–7 |
| High | greater than 7 |
Supporting charts
The right side of the tab contains four charts.
| Chart | What it measures |
|---|---|
| Academic Achievement | Distribution of academic achievement scores on a 0–10 scale |
| Growth Mindset | Distribution of growth mindset scores — higher = stronger belief that intelligence can be developed |
| Feedback Received | Number of peer feedback nominations each student received |
| Feedback Provided | Number of peer feedback nominations each student gave to others |
The Feedback Received and Feedback Provided charts show how peer feedback flows through the cohort. A highly uneven distribution — where most students sit at zero — may indicate that feedback relationships are concentrated among a small group rather than distributed broadly.
Masculinity Attitudes Tab
The Masculinity Attitudes tab shows how students in the cohort respond to questions about traditional masculine stereotypes. This tab is relevant for understanding gender-related attitudes that may influence peer dynamics, disrespect patterns, and school culture.
The data on this tab describes attitudinal patterns across the cohort. It should inform school-wide programming decisions — not be used to label or identify individual students.
Masculinity Attitude Index
The primary chart on the left shows the distribution of students across a composite Masculinity Attitude Index on a 1–7 scale, where higher scores indicate stronger agreement with traditional masculine stereotypes. A distribution concentrated at the lower end of the scale is a positive sign. A spread toward the higher end signals that a proportion of the cohort holds more rigid views of masculinity, which can contribute to the disrespect and exclusion patterns visible in the Social Wellbeing tab.
Individual attitude charts
The right side of the tab contains six charts, each showing the distribution for a specific attitude dimension on a 1–7 scale.
| Chart | What higher scores indicate |
|---|---|
| Rigid Masculinity | Men shouldn't do chores |
| Violence | Men should use violence |
| Self sufficiency | Men shouldn't show emotions |
| Homophobia | Gay men aren't 'real men' |
| Sport and Masculinity | Men who don't play sport are 'soft' |
| Academic Stereotypes | Who gets good marks is 'nerds' |
The Academic Stereotypes dimension is worth cross-referencing with the Academic Wellbeing tab. A cohort with high Academic Stereotypes scores may show suppressed academic engagement or peer pressure against achievement.
Compare Tab
The Compare tab provides a side-by-side comparison of all classes in the year group across three sets of metrics. It is the fastest way to identify whether wellbeing patterns are evenly distributed across classes or concentrated in specific groups.
Wellbeing averages by class
The top chart shows the average Social Wellbeing, Mental Wellbeing, and Academic Wellbeing scores for each class, displayed as grouped bars. Each class (e.g., 8A, 8B, 8C) has three bars — one per domain — making it easy to compare both within a class and across classes.
A class with notably lower bars across all three domains may be experiencing systemic issues. A class with a single domain significantly lower than others points to a more specific concern.
Friendship and disrespect by class
The bottom-left chart shows the total number of #Friends and #Disrespect nominations for each class. This gives you a quick read on the social climate of each class — how many friendship connections exist relative to how many disrespect nominations.
Influence and feedback by class
The bottom-right chart shows the average number of Influencer and Feedback provider nominations per student in each class. Classes with higher averages have more distributed influence and feedback relationships, which tends to be associated with healthier peer dynamics.
How to Use This Page
The Year Level Wellbeing Snapshot is most effective as a cohort-level diagnostic — use it to understand the overall shape of your year group's wellbeing before moving to individual student pages.
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Start with the Compare tab. Before reading any individual tab, check the Compare tab to see whether any classes stand out across the three wellbeing domains. This tells you whether you are looking at a year-group-wide pattern or a class-specific one, which shapes everything that follows.
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Work through each tab in order. Each tab adds a layer of detail. School Experience tells you how students feel about school; Mental Wellbeing tells you their psychological state; Social Wellbeing shows how they are connected; Academic Wellbeing shows engagement and learning; Masculinity Attitudes provides context for disrespect and exclusion patterns.
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Read the primary chart on the left first. The large chart on the left of each tab gives you the summary picture for that domain. Understand the overall distribution before looking at the smaller charts on the right, which show the individual measures that make up that picture.
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Check scale directions before interpreting charts. Several measures — particularly in the School Experience tab — use scales where a higher score indicates a more negative experience. The subtitle beneath each chart title defines the direction. Read it before drawing conclusions.
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Use the Filter by Class to investigate specific groups. When the Compare tab reveals a class that stands out, apply the class filter and revisit the individual tabs to see exactly which measures are driving the difference. This narrows your focus for follow-up.
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Cross-reference with other report pages for individual students. This page shows you where the year group has concerns — it does not show you who to follow up with. Use the Student Dashboard and Action Dashboard to identify specific students once you have identified the areas of concern here.
Bring the Year Level Wellbeing Snapshot into year-level planning meetings as the opening frame. It gives your team a shared picture of the cohort's wellbeing before moving into discussion of individual students or intervention strategies.