IntroductionWhy Is Wellbeing Important in Schools?What is Wellbeing?Considerations: How Does Wellbeing Functions in LifeA Measure Suited for Your SchoolEthical ConsiderationsNecessary PermissionImplementationApplication of DataMeasures of Child Wellbeing Gratitude MeasuresWarwick-Edinburgh Mental Well-being scale (WEMWBS)Positive and Negative Affect Schedule for Children (PANAS-C)EPOCH Measure of Adolescent Well-beingSix Seconds Youth Version (SEI-YV)Measures of Child Wellbeing at SchoolChildren’s Hope ScaleMultidimensional Students' Life Satisfaction Scale (MSLSS)Students' Life Satisfaction Scale (SLSS)The Stirling Children’s Well-being Scale (SCWBS)Me and My Feelings (M&MF)Me and My School Questionnaire (M&MS)Student Subjective Wellbeing Questionnaire (SSWQ)The Psychological Sense of School Membership (PSSM) (Adapted)Social Emotional Health Survey-Primary (SEHS-P)The School Attitude QuestionnaireThe PedsQL Measurement Model Social Emotional Health Survey-Secondary (SEHS-S)The Student Resilience Survey (SRS)Holistic Student Assessment (HSA)Flourishing at School Survey (FAS)Measures of Adult WellbeingSubjective Happiness Scale (SHS)The Satisfaction with Life Scale (SWL)Contentment with Life Assessment Scale (CLAS)Flourishing Scale (FS)The Oxford Happiness Questionnaire (OHQ)Comprehensive and Brief Inventory of Thriving (CIT & BIT)Mental Health Continuum Short and Long Form (MHC-SF)Positive and Negative Affect Schedule (PANAS)The PERMA ProfilerMeasures of Adult Wellbeing at WorkTeacher Subjective Wellbeing Questionnaire (TSWQ)Job-related Affective Well-being Scale (JAWS)The Workplace PERMA-ProfilerJob Satisfaction Survey (JSS)The Gallup Q12 Employee Engagement Questionnaire The PERMAH Workplace Survey Psychological Capital Questionnaire (PCQ)Maslach Burnout Inventory: Educator's Survey (MBI-ES)Measures of Cultural WellbeingSchool Culture Triage SurveyMy Class Inventory-Short Form (MCI-SF)School-Level Environment Questionnaires (SLEQ)The Omnibus T-ScaleMy Class Inventory-Short Form for Teachers (TMCI-SF)Individualised Classroom Environment Questionnaire (ICEQ)ED School Climate Surveys (EDSCLES)Student Engagement Instrument (SEI)Classroom Environment ScaleOther Resources

My Class Inventory-Short Form (MCI-SF)

This measure is for childrenThis is a free measure

The My Class In9ventory-Short Form asks students 25 yes or no questions about five domains of their classroom environment: friction, competitiveness, satisfaction, difficulty, and cohesion. It was designed for elementary school students and tested in schools across Australia. A study done with 2,800 upper elementary students in the United States improved this form by creating an 18-item measure that was found to be more reliable than the original version. This shorter form measures friction, competitiveness, satisfaction, and cohesion. Both measures are scored the same way: A yes response is 3 points, a no is 1 point, and an invalid response is scored as 2. Some items are reverse scored and marked with an R. The inventory requires only a citation for use.

Pros for Schools

Cons for Schools

2 versions
Simple scoring
Can be combined with the teacher version to allow a broader view of culture

Limited responses as each item is answered with yes or no

Suggestions for Further Research

Fisher, D. L., & Fraser, B. J. (1981). Validity and use of the my class inventory. Science Education, 65(2), 145-156.

Sink, Christopher & R. Spencer, Lisa. (2005). My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate. Professional School Counseling, 9, 37-48.