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

School-Level Environment Questionnaires (SLEQ)

School-Level Environment Questionnaire (SLEQ) and Revised School-Level Environment Questionnaire
This measure is for adultsThis is a free measure

The SLEQ is specifically designed to measure teachers’ perceptions of their school environment. Due to the evolving nature of the research, a few of the original items and scales have been changed. The SLEQ currently measures student support, affiliation, professional interest,  staff freedom, participatory decision making, innovation, resource adequacy, and work pressure. The questionnaire consists of 56 items, each scored on a 5-point Likert scale. The SLEQ is reliable and valid, and it has been used in school studies in Australia, South Africa, and the United States. A shorter revised version is available with 21 items across five  subscales: Collaboration, Decision Making, Instructional Innovation, Student Relations, and School Resources. This shorter questionnaire, which tests teacher perceptions of those categories, was found to be reliable and valid when tested with 2,558 teachers in elementary, middle, and high schools across “a large urban school district in the southwestern United States as part of a larger survey” (Johnson, Stevens, & Zvoch, 2007, p.835). The questionnaire  is free, requiring only a citation for use.

Pros for Schools

Cons for Schools

Tested across South Africa, Australia, and USA
Shorter version available

Shorter version not yet tested widely

Suggestions for Further Research

Fisher, D. L., & Fraser, B. J. (1990). Validity and use of the School-Level Environment Questionnaire. https://edtechbooks.org/-gqw.

Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers Perceptions of School Climate: A Validity Study of Scores From the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67(5), 833-844. doi:10.1177/0013164406299102