Teachers used Forms to support social-emotional learning through daily well-being check-ins and anonymous voice¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? One elementary teacher sent a daily open-text well-being question via Forms and credited peer anonymity with students feeling safe sharing feelings. → Digital Promise 2018 q2 i? A third-grade teacher used a Forms survey of preferred work partners to identify socially isolated students and organize support. → Digital Promise 2018 (2)

Evidence¶

Digital Promise 2018¶

Digital Promise. (2018). Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. https://digitalpromise.dspacedirect.org/items/8a12967d-b67d-404f-875f-3dc61d0cc32e doi:10.51388/20.500.12265/52

q2 · i? · qualitative · r2

Interview evidence from one elementary teacher who asks “How are you feeling today?” each morning via Forms; he believes students feel safe because of the peer anonymity Forms provides.

"Now, within a matter of minutes at the beginning of a day I already know how they’re all feeling."

Digital Promise 2018 (2)¶

Digital Promise. (2018). Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. https://digitalpromise.dspacedirect.org/items/8a12967d-b67d-404f-875f-3dc61d0cc32e

q2 · i? · qualitative · r2

Interview evidence from a third-grade teacher who used a Form asking students to choose three work-well-with friends to detect students not chosen by peers and coordinate colleague support.

"I had five students whose names did not get picked for anyone’s top three and so I reached out to a few colleagues to kind of adopt those students and to set goals with them to try and boost their morale."

Discussion¶

Related Claims¶

• Contingent scaffolding improves learning more than fixed or absent support. — the general claim this finding bears on, with the studies behind it
• Social-emotional learning benefits persist at follow-up — a broader claim this one bears on
• SEL programs improve social emotional skills — a broader claim this one bears on
• The change in tools caused the most disruption in e-teachers' activity system, replacing body language and visual cues with text and voice mediation — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — a broader claim this one bears on
• The stability of social-emotional learning competencies over time is an open empirical question with implications for teachers and schools — related
• The Cultivate Survey's impact question indicates whether students experience authentic voice and influence in school improvement — related
• Practitioners recommended replacing quiz-style comprehension checks with interactive follow-up activities and separate behavior tracking — related