Transforming How Student Wellness Data Can Create Effective Change
Adam Hartley • January 22, 2025
First and Second Order Change: Transforming How Student Wellness Data Can Create Effective Change
Collecting and analyzing student wellness data is becoming increasingly critical for school districts to make informed decisions that foster a positive and safe learning environment. This new approach to improving student wellness through data collection and analysis can be categorized into first-order
and second-order change. Understanding these distinct types of changes is key for educational leaders and their staff to ensure that the data collected are meaningful and actionable.
First-Order Change: Incremental Improvements
First-order change
involves making adjustments within the current structure without altering the existing processes or systems. Essentially, these changes do not challenge the “status quo” thinking and actions of the people involved. First-order change is typically not met with too much resistance or many questions due to the changes falling within the “status quo parameters” that school staff work within and are accustomed to.
In the area of student wellness, this could mean implementing our weekly iWellness check-ins that provide school staff a snapshot of the student’s well-being on a consistent, real-time basis. The iWellness Center platform provides these data points for schools looking to integrate student wellness into their existing Multi-Tiered System of Support or Early Warning System.
Essentially, asking students, “How are you doing today?” is a practice deeply embedded in the daily routines of teachers, social workers, counselors, and administrators. The questions included in the iWellness check-ins build upon this tradition by enabling schools to continually assess and ensure that their students’ basic needs, such as safety, sense of belonging, self-esteem, and self-awareness, are being met.
Collecting data and making informed decisions based on that data is not new and remains a foundational element of a school district's Multi-Tiered System of Support and Early Warning System. Just as academic performance and behavior development are key to a student’s success, their overall well-being is equally critical in shaping their educational journey and overall success.
This incremental approach to data collection empowers educators to identify and implement targeted interventions, aligning with the efforts and objectives of schools over the past decade, thus making implementing the iWellness check-in's a first-order change for many of our school partners.
While first-order changes are valuable and needed as technology and humans evolve, these “status quo” changes only scratch the surface. First-order change should serve as a starting point
as schools address systemic challenges. Our team at iWellness Center understands this and strives to help school districts through this culture shift
as both a thought partner and a research partner. As one of my mentors used to say, “Change is not easy, and second-order change is virtually impossible”.
Second-Order Change: Transformative Shifts
Second-order change
involves more profound, transformative adjustments that question the “status quo” system. This deeper, transformative change is often resisted, with staff questioning the “Why” more so than the “What.”
When applied to student wellness data, second-order change can mean rethinking how data can influence board policy, classroom environments, and overall school culture. For example, a school district's integration of our Maslow-based weekly check-ins will enable staff to be proactive and act in real-time
to help shape environments where students can thrive socially and emotionally.
Our school partners constantly share stories of how many strategies they use now were not used before using the iWellness platform.
Reviewing the iWellness data trends, insights, and “Ah Ha” moments
has led to tweaks in the “status quo” processes and systems, shifting the overall culture of our school partners. This, in turn, has proven to improve the overall learning experiences of each child. Our school partners report that Instead of merely treating symptoms with a reactive and, many times, “too late” approach, they can now quickly get to the root causes of emotional distress by reshaping how educators, counselors, and support staff connect with students and collaborate
to solve real-time problems, deterring future incidents.
This transformative shift builds long-term resilience in students, helping them navigate challenges with a growth mindset, a concept central to the iWellness Center's mission.
The Role of Data in Decision-Making
Through first-order tweaks or second-order transformations, iWellness data plays a critical role. More and more schools are adding our robust platform to their toolbox to track and analyze student wellness, allowing for a holistic view of their students’ needs.
These iWellness data-driven insights ensure that changes—whether minor adjustments within the “status quo” or sweeping reforms creating new and innovative approaches to student wellness are guided by actual evidence, increasing their effectiveness and sustainability.
By strategically leveraging data, educational institutions can meet students where they are and guide them to where they need to be, fostering resilient, growth-minded individuals prepared to tackle life’s challenges head-on.
If you want to discuss First and Second Order Change within your school, feel free to contact me at aj@iwellnesscenter.org
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: