Data-driven—or data-informed—decision-making has become the norm in educational institutions, at virtually all levels. As professional educators—whether we are talking about teachers, administrators, counselors, social workers, or any other position in the broad field of education—we have learned to rely on data to help us make good, sound decisions for the ultimate benefit of the students under our charge. Data have become a critical component in the daily work of professional educators. However, the quality of our decisions is directly related to the quality of the data that we collect. If we gather data of poor quality, we unfortunately must assume that the decisions based on those data will be equally poor. In contrast, if we collect high-quality data—and do so in a consistent manner—then we can have a much greater level of confidence in the decisions that we make. These fundamental qualities of data are formally referred to as validity and reliability. In essence, validity refers to the accuracy of the data that we collect. In other words, are the data that we are collecting accurately providing information that we are hoping to gather on student wellness? Reliability refers to the consistency of the data that we collect. In this case, we want to make sure that the data that we collect are as stable as possible over time. At iWellness Center, we are often asked about the quality of the check-in data provided by students. Through processes that we have incorporated into our platform, we have a great deal of confidence in the accuracy and consistency of the student check-in data that we gather. First, with respect to validity (or the accuracy of our data), the questions that we ask student in their regular check-in’s have been vetted by professional educators from various professional roles. Our items have been reviewed and revised by highly qualified individuals, including teachers, building administrators, school counselors, school psychologists, and social workers. They have offered their professional opinions and feedback not only on the focus of each of the questions that we ask students, but also on the precise wording of those questions. Additionally, this is an ongoing process and iWellness Center. As we continue to add more questions within the various areas that we assess, we continue to seek input from professionals in the field. Second, with respect to reliability (or the consistency of our data), we ensure that our data are consistent through frequent and continuous check-in’s from students. One of the best ways to establish consistency in data is through frequent and repeated measurements. Other platforms that attempt to assess student mental health and wellness will only gather data from students twice a year—once in the fall (shortly after the beginning of the school year) and again in late spring. They only provide two data points across an entire academic year upon which to base decisions. At iWellness Center, most of our school partners schedule check-in’s to occur every week or biweekly throughout an entire academic year. Even if schools were only to schedule biweekly check-in’s, that would amount to nearly 20 data points throughout the year. For schools who do check-in’s each week, that number doubles. We believe that, to obtain accurate and consistent measures of students’ mental health and wellness, the best data will result from frequent and regular check-in’s. Many of our school partners have voiced their preference for student data collected more frequently throughout the year. At iWellness Center, this is the bottom line for us: We believe very strongly in the knowledge that, if we provide opportunities for students to check-in on a regular and frequent basis throughout the entire academic year, the data that we will gather from them will be accurate and consistent. This only helps the professional educators working with those students to make accurate and informed decisions about interventions or strategies to address their mental health and wellness needs.

The Urgency of Prevention The U.S. Secret Service report, “Averting Targeted School Violence” (2021), presents a clear and urgent message: school violence is preventable when communities identify warning signs and intervene early​. One of the most striking takeaways is that students themselves are often the first to recognize distress signals in their peers. Yet, they may hesitate to report concerns due to fear, uncertainty, or lack of a trusted system. The report calls for multi-tiered intervention strategies, early detection, and a proactive approach to mental health and student support. At iWellness Center, we believe that giving students a voice and equipping schools with real-time data is one of the most powerful ways to implement these recommendations effectively. Our platform serves as an Early Warning System, ensuring that schools can identify concerns before they escalate while also empowering students with a safe and accessible way to express their emotional well-being. The Role of Early Intervention & Data-Driven Support The U.S. Secret Service report outlines clear strategies for preventing school violence, including: Early detection of concerning behaviors Encouraging student reporting and intervention Building a strong school climate with support systems in place iWellness Center seamlessly aligns with these goals by providing: A Safe, Confidential Platform for Student Check-Ins Students can regularly report their emotional well-being, stress levels, and overall mental health through simple, consistent check-ins. This approach normalizes discussions about emotions and makes it easier for students to seek and receive support before they reach a crisis point. Data-Driven Insights for Early Intervention iWellness Center’s system collects and analyzes student wellness trends, helping schools recognize patterns of distress, disengagement, or crisis risk. Truancy officers, school counselors, and administrators can use real-time data to intervene before concerning behaviors escalate. Multi-Tiered Support for Students at Different Levels of Need Schools can implement personalized intervention strategies based on student wellness trends. iWellness Center enables educators to proactively provide targeted resources—whether it’s peer support, counseling, or referrals to specialized services. Empowering Students: Creating a Culture of Connection A core theme of the U.S. Secret Service report is that students must feel empowered to speak up when they notice concerning behaviors in their peers. However, many students fear being perceived as “tattling” or worry that their concerns won’t be taken seriously. iWellness Center transforms the way schools approach student voice by: Providing a non-intimidating, digital check-in process where students feel comfortable expressing themselves. Encouraging self-awareness and emotional literacy, helping students recognize when they need support. Creating an easy and structured way for students to report concerns about their peers in a way that feels safe and supported. By fostering a culture of connection, trust, and emotional resilience, schools can intervene before crises develop—aligning directly with the recommendations from national threat assessment experts. Taking Action to Create Safer Schools The U.S. Secret Service’s findings reaffirm what educators and mental health professionals have long known—prevention is key, and every student deserves to feel safe, heard, and supported. By integrating iWellness Center’s Early Warning System, schools can: Proactively identify students in distress Empower students with a voice in their well-being Prevent crises before they escalate Creating a culture of early intervention and proactive support is not just a recommendation—it’s a necessity. Schools that take action now to implement these strategies can make a lasting impact on student safety, mental health, and overall success. U.S. Secret Service, National Threat Assessment Center. (2021). Averting Targeted School Violence: A U.S. Secret Service Analysis of Plots Against Schools.

Over the past couple of decades, we have seen a dramatic shift in what we have come to expect from our educators (i.e., teachers, counselors, administrators, social workers, etc.). For many years, the best educators were those who could truly make decisions “on the fly,” using gut instincts. I have referred to this as the art of teaching. However, in this age of accountability, the art of teaching is no longer enough. For some time, we have observed a comprehensive shift to an equally important skill set, which I like to call the science of teaching. The art of teaching is essential ; the science of teaching is critical . The science of teaching centers around decision making based on evidence (i.e., data). The art of teaching versus the science of teaching is no longer an “either-or” proposition; the concepts of educating the whole child as an art form and educating as a science must work in unison with one another. The science of teaching is a much more systematic, scientific approach to decision making; it isn’t just trial-and-error but a more systematic process of trial-and-error . When you truly adopt such an approach to your professional work, I believe that you have developed a mindset of data-driven education decision making. Generically speaking, this more scientific approach looks like this: Generate a new innovative idea or approach ↓ Implement the idea ↓ Assess its effectiveness ↓ Reflect on the process Some readers of this post might be familiar with this process because it very closely parallels the process of action research . Action research is best described as a process of educational research conducted by practitioners to provide immediate answers to questions or solutions to problems of practice. I typically talk about action research as a cyclical four-step process (Mertler, 2025): Planning for your action research ↓ Acting on the plan ↓ Developing an action plan for future cycles ↓ Reflecting on the process It is critical for you to see the similarities in the process of conducting action research with those of a more generic process for data-driven education decision making . In each of the above processes, the second and third steps involve two critical activities on the parts of educators: The second step involves the collection of data; and The third step involves making decisions based on those data. At iWellness Center , we advocate for the integration of action research into the process of a Multi-Tiered System of Support (MTSS) in fostering student success through a proactive and data-driven framework. Engaging in real-time data collection —in the form of student check-ins —provides educators with the essential tools to monitor and proactively support all students effectively. Once students’ areas of need are identified in real-time through the iWellness Center platform, schools can start planning and implementing targeted interventions immediately. By tracking the progress of these interventions in real time, educators can quickly assess what’s working and make necessary adjustments to better support each student’s unique mental wellness needs. The iWellness weekly check-ins provide up-to-date data, fostering a coordinated and data-informed approach to student support. At iWellness Center , we understand the vital role of building a cohesive team, establishing an effective system, and maintaining a solid foundation for data collection, analysis, and informed decision-making. When schools prioritize these core elements, they unlock the full potential to understand and address students' wellness needs, ultimately enhancing their overall success. The process advocated by iWellness Center closely parallels the process of conducting action research: