Three Measures of Student Wellness

And what they tell us about our students’ motivation and engagement

St. Anne’s-Belfield School conducted its third annual survey of Grade 6 – 12 students this past fall to evaluate their level of autonomy, belonging, and competence. The survey aims to gain insight into how these three factors affect students’ motivation and engagement at school. The findings of this survey, developed by the Southern Association of Independent Schools (SAIS), help inform our efforts to create a supportive and empowering environment for all our students.

Scale 1 (low) – 5 (high)

3.70

Benchmark 3.66

Autonomy

Autonomy refers to the degree of control students perceive that they have over their academic and student life experiences. When asked for examples of what makes them feel like they have choices at school, one Grade 7 student pointed to specific aspects of the Middle School program. “Being able to pick my own Quest and for the 8th graders, you can make your own Quest. Also being able to pick our own sports.” More broadly, another student who is new to the St. Anne’s-Belfield community this year remarked, “The teachers provide us with freedom about how we go about our work to make us feel more comfortable.”

4.09

Benchmark 3.99

Belonging

Belonging pertains to the sense of social connectedness and acceptance that students feel within the School community. “People are always checking in on you and giving you the opportunity to talk,” responded a Grade 6 student. “They care about you and make sure you are heard.” Sometimes, it’s the little things that make students feel like they belong, like “when people I haven’t talked to very much say hi to me in the hallway,” says one Grade 11 student.

Competence

St. Anne's-Belfield 3.92

Benchmark 3.91

Competence involves students’ feelings of confidence and their per ceived ability to perform effectively. “I feel like I can always ask questions when I need to,” says one Grade 10 student. “Teachers make sure that resources are available so that students can succeed.” In addition to personal investment from teachers, achieving one’s academic goals often requires a safe place to fail. As another Upper School student noted, “the resources available and the opportunity to fix prior mistakes on previous assignments” also makes students feel like they can achieve great things at school.