50 Weekly Student Check-In Questions

Now-a-days, your students face complex stressors and pressures in several aspects of their lives.

But with every student in a different place emotionally, it is difficult to provide an environment which both facilitates positive well-being and identifies any signs of emotional distress.

This is where Bloomsights steps in to help. Bloomsights is a formative assessment tool aimed at gauging student well-being and school climate as a way to comprehensively encourage student social and emotional development. Simplify your SEL data to get clarity around your students’ needs and determine what interventions are necessary. Get meaningful and ongoing insights to plan and implement strategies that support improved student and school outcomes.

Bloomsights monthly check-ins make it safe and easy to gauged your students’ well-being whether at school or at home.

Student responses are automatically analyzed to identify your students’ needs across multiple dimensions of healthy well-being and a positive school climate.

These continuous insights help you to determine what interventions are necessary and plan and implement strategies that support improved student and school outcomes.

No matter what form school takes, we all know the social emotional health of our students must come first. Sign up for an on-demand demo to learn how Bloomsights can provide you with the SEL data you need to get to the root of student issues.

In the meantime, you can start gauging your students well-being today with these 50 weekly check-in questions perfect for Google Forms. We will continue to add to the list over time so please feel free to come back for more inspiration!


  1. [Write-in] What, for you, was the most frustrating part of the week?
  2. [Write-in] What, for you, was the most enjoyable part of the week?
  3. [Write-in] What did you do during your free time this week?
  4. [Write-in] What sports or non-educational activities did you participate in this week?
  5. [Write-in] Reflect on your thinking, learning, and work this week. What are you most proud of?
  6. [Yes/No] Did you spend time helping a sibling with their school work this week?
  7. [Yes/No] Did you get enough sleep each night this week?
  8. [Yes/No] Did you have enough food to eat this week?
  9. [Yes/No] Did you spend some time exercising this week? 
  10. [Yes/No] Did you have any stomach aches this week?
  11. [Yes/No] Did you have any headaches this week? 
  12. [Yes/No] Did you feel lonely at any time during the week?
  13. [Yes/No] Did you feel anxious at any time during the week? 
  14. [Multiple Choice] Not including school time, about how many hours did you spend on screens this week?
  15. [Write-in] Do you speak to someone at home about what is happening in the world today? 
  16. [Write in] What was your best accomplishment this week?
  17. [Write-in] Did you have any bad days this week? What did you do to make yourself feel better?
  18. [Write-in] What words would you use to describe this week?
  19. [Write-in] What is one interest of yours that others might not know about?


  1. [Write-in] Did you have any issues finding a computer/tablet to use this week? 
  2. [Write-in] Did you experience any problems with your laptop/tablet this week?
  3. [Write-in] Did you find all of the information easily?
  4. [Yes/No] Did all of the links work?
  5. [Yes/No] Did you experience any problems with submitting assignments this week?
  6. [Yes/No] Did you experience any problems with your Internet connection this week?
  7. [Yes/No] Did you have any audio or visual problems during our web conference calls this week?
  8. [Yes/No] Did you have any problems downloading materials this week?


  1. [Multiple Choice] How much time did you spend this week on schoolwork?
  2. [Too Easy/Too Hard] Think about this week’s assignments. Do you think the work was too easy or too hard?
  3. [Write-in] Did you access any additional or outside information to help you complete your assignments? If yes, what were they?
  4. [Yes/No] Did I provide enough support this week to help you complete your assignments?
  5. [Write-in] How could I have helped more this week?
  6. [Yes/No] Did you reach out to any classmates for help this week?
  7. [Yes/No] Did you find our online discussions this week interesting?
  8. [Write-in] What was your favorite assignment this week? What did you like about it?
  9. [Write-in] What assignment did you like the least this week? What did you not like about it?

Time Management

  1. [Write-in] Did you have enough time to complete your assignments this week? If you did not have enough time, what would have helped you to get more time?
  2. [Yes/No] Did you use a planner, organizer, or calendar to help you organize and schedule your work? 
  3. [Write-in] What time do you usually wake up to start school?
  4. [Write-in] What were some things that distracted you from doing your work this week? How did you get back on task?


  1. [Write-in] What is your favorite color?
  2. [Write-in] Who was the 23rd president of the United States? (Benjamin Harrison. Don’t feel bad, I had to look it up too 🙂
  3. [Kittens/Puppies] Which do you like more kittens or puppies?
  4. [Write-in] What was your favorite toy growing up
  5. [Write-in] If you could travel in time, when would you go?
  6. [Write-in] What is the most beautiful place you have ever been?
  7. [Cake/Pie] Which do you like more cake or pie?
  8. [Write-in] Which fictional character do you wish you could meet?
  9. [Write-in] What are your three favorite movies?
  10. [Write-in] What are your three favorite books?
  11. [Write-in] If you could have dinner with anyone from history, who would it be?
  12. [Write-in] What superpower would you want and why?

The Power of Data to Improve School Climate

When it comes to improving school climate, principals need to have access to meaningful, on-going data about how students experience school life.

A Tale of two principals

Principal 1 utilizes data from the prior year’s annual school climate survey to help identify school needs, set goals, and track progress toward school improvement. The “snapshot” view of his school’s climate and outdated data to drive decision making for the rest of the year. He will have to wait a full year (until the next survey) to identify changes in students’ feelings about their current teachers, peers, and school life.

Principal 2 uses a formative assessment tool for school climate to take measurements on how her students feel about school life every month. She takes advantage of timely reads of school climate to drive improvement efforts and implement pragmatic intervention strategies tailored to her school’s current needs. Her team has access to dynamic, real-time data to inform IEP meetings, parent-teacher conferences, and can adjust strategies to secure success.

This is a short story. Principal 2 can identify key issues at her school in need of reform early, before problems escalate, and track progress over the course of the school year. Principal 2 takes advantage of innovative technology to help support her team’s efforts to make sure students feel safe, supported, connected, and are engaged in learning.

We are seeing this scenario a lot lately. In fact, Brett Larsen, Principal at Boltz Middle School, told us when we first started working together that he “was looking for a more accurate way to assess school climate at his school” and “wanted the data to be longitudinal, not just how his students felt on that one day a year ago.”

Mr. Larsen agreed to pilot Bloomsights with his six grade team for six months and was impressed with the results that he expanded the program to run school-wide for the following school year. “Bloomsights allowed me to take measurements on how my students feel every month and see that data over time.” According to Mr. Larsen, Bloomsights provided his team with valuable insights that were used to “intervene with students who weren’t connected, address bullying, and improve teacher-student relationships.” 

More and more, researchers and educators agree that surveys are a critical part of early intervention and school improvement strategies. But the survey tool that you implement must enable you to use best practices while embracing new strategies and technologies.  

Bloomsights, an adaptive, responsive, and flexible school climate survey tool can deliver best practices with significant improvements over traditional methods. 

From 30,000 ft to Ground Level

From indicators and trends across the school to the individual student, Bloomsights helps you know how your students are doing socially and emotionally. Our adaptive survey technology makes monitoring school climate over the course of the school year easy and automatic, real-time response analysis means less time screening for student needs and more time to intervene before problems escalate. 

Monitor student performance over time across multiple dimensions of healthy well-being and positive school climate.

Students Feel Valued When Their Opinions Matter

Bloomsights makes it safe and easy for students to share how they feel about their experiences of school life. The assessment process itself is a learning experience for students. Through the process of answering carefully designed questions that encourages reflection, students learn social and emotional vocabulary that could help them to interact more effectively with others and to express how they are feeling. By giving students agency in school improvement efforts, classrooms transform into personalized learning environments making students feel more connected and cared for.

Bloomsights “My Classmates” lets students share who they feel connected to in their class and across their grade level.

Teachers Need Tools Not Tasks

Bloomsights provides educators and school health professionals with a continuous stream of the data needed to answer the questions “So what?” and “Now what?” Finally, all staff members are able to recognize even the subtlest of indicators of school climate that may normally go unnoticed, but that could serve as a stimulus for early intervention—critical for issues related to feelings of isolation, loneliness, and student well-being as well as bullying. Moreover, they give teachers a way to think about and to clearly communicate survey results to students, school staff, and parents. 

Bloomsights sociograms help educators and counselors better understand classroom social structure and underlying social dynamics.

Change Your School’s Climate from Good to Awesome!

Bloomsights is an assessment tool aimed at gauging student well-being and improving school climate as a way to comprehensively encourage student social and emotional development. Simplify your SEL data to get clarity around your students’ needs and determine what interventions are necessary. Get meaningful and ongoing insights to plan and implement strategies that support improved student and school outcomes.

Click here to schedule a free demo and see how Bloomsights can support your efforts to promote student well-being and build a strong, inclusive, and happier school community.

Bullying Prevention: 5 Strategies for Teachers

Every parent, teacher, and student knows the word “bullying.” However, its meaning is often misunderstood. Today, the term bullying is often overused, and because of this, the extent and impact of true bullying may be masked. It is critical that we accurately teach what true bullying looks like and what to do about it.

Students need to know that you are consistent with having zero tolerance for bullying in your classroom and in your school.  At meetings with other teachers, administrators, or intervention teams, be sure to discuss students who are showing signs of bullying or being bullied.  There should be a team plan on how to support these students and how to stop the bullying. Parents should also be informed when their children are showing signs of being bullied.

Writing Prompts

It is important to help students think about the various reasons why people bully others and the potential ramifications of their actions.  You want to come up with prompts that encourage students to reflect on their own involvement (passive or active) in bullying situations and build empathy by asking them to consider what it feels like to be bullied. Here are some examples:

  • Do you know anyone who is being bullied in school?  What are some of the things you could do to help this student?
  • What are some things you are willing to try to prevent bullying from happening? 
  • Why do you think some people bully others?
  • How do you feel when you see someone else being teased?
  • Where do you think bullying culture is most prevalent: online, in our classroom, during passing periods, or during extra curricular activities?
  • What are the consequences for standing up for someone who is being bullied?
  • In the past month, have you been bullied by someone? How did it make you feel?
  • In the past month, have you bullied another person? Walk me through the way you felt before, during, and after the situation.
  • Are you afraid of being laughed at in school? How do you feel when people are laughing at you?
  • If a student is bullied in school, how difficult is it for him or her to get help from an adult?

Student Check-Ins

Do a quick “five-finger” check-in with students. Have students raise their hands showing up to the number five how they are feeling at school this week (5 = great to 1 = they need support).  You could have students put their heads down when they do this to make sure they feel comfortable showing their number. Check-in privately with any student who shows less than a 3.

Be intentional about checking in on students who show indicators of bullying. Find out how they are feeling each day. Personally introduce them to the school counselor and/or another school adult who might be able to provide support.

Classroom Meetings

Create regular classroom meeting times to give students a safe place to talk about issues and to discuss the climate in the classroom(s) and school.  Focus on specific topics such as bullying. Help students be solution-focused regarding issues facing them in school.  There are many templates online on how to conduct a classroom meeting.  A few important tips about how to lead successful meetings are:

  • Always circle-up (it will set the tone).
  • Start with compliments and gratitude.
  • Follow-up with anything from previous meetings.
  • Have an agenda that includes specific issues that students have proposed.
  • Use a talking stick or object. Allow all students the opportunity to have the talking stick or object.
  • Wrap-up with future plans.


Find time to teach about the differences between rude, mean, and bullying behavior and what to do in, and how to get help for, each scenario.  Role-play different scenarios and ask students to identify which scenario is being played out. Revisit these lessons throughout the year.

  • Rude – usually unintentionally hurtful comment or behavior. Empower students to use their voice to tell the person to stop the hurtful behavior that he or she is doing. 
  • Mean – usually intentionally hurtful comment or behavior done once or twice.  Empower students to make eye-contact, use the person’s name, and tell the person to stop the hurtful behavior.  Restorative practices can be helpful if the student needs help. 
  • Bullying -Intentionally mean and aggressive behavior, done repeatedly over time, and that involves an imbalance of power.   Teach kids how to report a bully. An adult needs to intervene immediately in this situation.

Classroom Set Up

With the help of students, create posters that emphasize the positive behaviors and support you want to see in the classroom.  Have all students participate in creating the posters. On the posters, have students sign that they will contribute to the positive classroom environment.

Why Whole Child Education Matters

Most current schooling models are heavily focused on rubric-based grading and standardized testing — much to the shared unhappiness of teachers, parents, and students alike. On one hand, these cut-and-dry methods make it “easy” to gauge achievement against one standardized set of metrics. It is, in theory, a way to gauge knowledge and chart improvements year over year. It’s also a way to compare students on the same level, to see that everyone is where they should be according to the metrics.

On a much more important level, though, there is a lot of growth that happens during the school day that is not and cannot be measured by a standardized test. Anyone who has taken one of those tests can attest to how little depth of information actually comes from them. It’s a way to distill a person down to super-basic information, but it’s not the most effective way to gauge a child’s needs or struggles. Enter whole child education.

What Is Whole Child Education?

As the name implies, whole child education is a new approach to education that is intended to do more than just teach children specific tenets of knowledge — it’s a way to teach and nurture growth based on each student’s needs. And while this ideology speaks to teaching based on each child’s needs and learning styles, it also includes a broader scope than traditional models of education. Specifically, whole child education looks at all of a child’s needs and abilities to inform their education plan.

Why Whole Child Education Matters

The idea behind whole child education is to even the playing field, so to speak. The underlying tenets of this methodology include looking at a child’s physical well-being as well as their mental health, and doing as much as possible with that information to create the right learning environment for all students. As a very basic example, a student who is hungry will have a much harder time focusing on the lesson that one who has had a filling, nutritious meal. Also consider that a child who is being bullied is far less likely to perform well if they sit near their bully in the classroom. Whole child education looks at all aspects of a student’s life and how their needs are or are not being met.

The idea behind whole child education is, essentially, to provide better education. But “better education” is a really broad, nebulous term — because “better education” doesn’t just mean cramming students’ minds with even more knowledge, it means teaching them the skills to handle life. Whole child education looks at ways to teach non-cognitive skills (like social skills, civic participation, etc.) alongside other cognitive knowledge.

One ongoing struggle with the whole child educational model is figuring out what each student’s needs are. This is where Bloomsights comes in. Our student assessment tools give students a way to quickly and easily provide insight into their social and emotional wellbeing, which you as teachers and school leaders can then take an work with to gauge class/school culture and make adjustments. Want to learn more? Connect with Bloomsights today!

Social Emotional Development: Why It Matters

You don’t have to be a parent to care about each student in your charge. As teachers or school administrators, you understand just how much children will grow and learn under your guidance. It’s not just reading, writing, and arithmetic, either; school is where most of us learned a plethora of life lessons that we carried into adulthood, and that is undoubtedly how it’ll go for your students too.

That’s a lot of responsibility to have on your shoulders day after day. But, as more study and more effort is put into the idea of social and emotional development lessons, there are an increasing variety of lessons and tools to help you bring this theory of education into your classroom — including easy-to-use student assessment tools like Bloomsights. If you’re new to the social emotional development theory, here are the basics:

Understanding Social Emotional Development

Social emotional development is simply a term used to describe a child’s ability to understand and control their emotions/feelings and how they understand others’ feelings. Their social emotional learning is also the basis of how a child builds relationships with friends, parents, other adults, and so on. Basically, a child’s social emotional development is going to be the foundation for how they interact with the world around them. Given that and the fact that children spend so many hours each week at school, you can see how a child’s school experiences can play a major role in shaping and growing their social emotional development.

There is no denying that it’s important to focus on social emotional development, especially during the preschool and elementary years. So far, research suggests that social competence can have an impressively widespread impact on a child’s success in a variety of social and economic areas later in life. For example, “students who exhibit weaker social competency skills may be more likely to drop out of high school, abuse drugs and alcohol and need government assistance” where their more socially competent cohort is likely to not only avoid those situations, but also to meet more measures of success in adulthood, like earning a 4-year degree in early adulthood.

Implementing Social Emotional Learning

More and more research is suggesting the value of two particular steps in order to help children grow their social competency. First, social emotional development should be a primary focus starting when children are young — preschool-aged if possible, but at the very least during kindergarten and elementary education. Second, social emotional learning shouldn’t just happen at home and activities; children spend a good chunk of their days at school, in heavily social situations, so it’s important to bring those lessons into the classroom as much as possible.

With everything on teachers’ plates already, it can sound overwhelming to add yet another layer to your daily responsibilities. This is where Bloomsights steps in to help. Our easy-to-use student assessments help give you a clear picture about what’s going on with each student socially and emotionally. From there, you can use that information to shift your focus or make changes in the classroom to better support your students’ needs. Learn more by connecting with us by email at hello@bloomsights.com or phone 970.568.8981.

Four Common Types of Bullying

School bullying statistics in the United States show that about one in four kids in the U.S. is bullied on a regular basis.  While it is commonly believed that most incidents of bullying in schools are physical in nature, reports show that bullying manifests itself in many different forms with verbal bullying being the most common amongst both male and female students.

bully types