Search our website

Can't find what your looking for? get in touch

Close
IDL Case Study banner size (DESKTOP)

IDL Wellbeing Validation Report

The wellbeing scores of the cohort increased by 14.2% over the course of the validation; especially in areas such as emotional awareness, positive thinking and understanding the importance of sharing.
80% of those engaged recognised that they had a more positive attitude toward sharing in the classroom.
70% of the those engaged in the research said they felt more emotionally aware since engaging with IDL Wellbeing
Pupils displayed improvement in 92% of the questions asked during the IDL Wellbeing study.

—————————————————————————————————————————————————————————————————————————

Introduction

This validation study took place between the 6th November and 18th December 2024 consisting of eight sessions in a primary school environment. The subjects were chosen by the hosting school based upon existing Nurture group work.

The purpose of this trial was to demonstrate the effectiveness of IDL Wellbeing in a primary school environment. We expected the study to show a marked increase in the skills of introspection and behavioural management in the ten subjects aged between eight and eleven.

Each session lasted around thirty minutes. Pupil engagement was observed in real time and a summary at the start and finish of the sessions. The results of this questionnaire form the basis of this study alongside teacher and pupil testimony.

Weekly Agenda

Week One– Understand what IDL Wellbeing is and why mental health is important.

Week Two– Identify and name what you are feeling

Week Three– Importance of affirmations and positive thinking. Pupils consider and write an affirmation to add to a ‘Feelings Tree’ that they are encouraged to revisit.

Week Four– Being able to deal with worries in a productive way. Pupils are introduced to the and methods of identifying, putting words to and disposing of worries.

Week Five– Understand why we should be grateful. Pupils are shown the importance of gratitude and how it improves their resilience. They write festive themed gratitude cards and add them to the tree.

Week Six– Setting goals and understanding why achieving them is a good thing. Pupils are asked what they think a goal is and if they understand how goals can be achieved. They use the goals section of the programme to set their objectives and are shown methods of reflection.

Week Seven– What we can do to affect how we feel in the moment. To use mindfulness to manage emotions? Pupils talk about meditation and other methods of emotional regulation. They are shown the meditation and mindfulness exercises in the programme and discuss suitable situations to use them.

Week Eight– Reassess.

Pupils are asked what they have learned from the sessions and which elements they enjoyed or which could be improved.

In addition to these sessions, pupils were asked to use the application in their own time/within class for up to an hour a week.

Questionnaire
Observations
Analysis
Statistic Findings

Conclusion

In conclusion, the IDL Wellbeing program validation project has had a significant positive impact on the emotional awareness, behaviour, and overall wellbeing of the participating pupils. Over the course of the project, pupils exhibited marked improvements, particularly in areas such as emotional self-awareness, empathy, and the ability to regulate emotions. Statistical data from the questionnaire revealed a 14.2% increase in overall wellbeing scores and improvement in 92% of the questions asked during the study, with notable growth in emotional regulation, sharing, and following routines.

IDL Product and Content Developers engaged in the validation corroborated these findings, noting improved focus, fewer behavioural issues, and increased engagement. These results highlight the programme’s effectiveness in fostering emotional resilience, building pupil confidence and positive behavioural changes in the primary school setting.

14.2% increase in overall wellbeing scores and improvement in 92% of the questions asked during the study, with notable growth in emotional regulation, sharing, and following routines.

Follow us on Instagram!

Today is #InternationalLiteracyDay, a day to celebrate the power of reading and writing! 📚🖊️

Literacy opens doors to opportunity, confidence, and creativity. At IDL, we’re proud to support children on their learning journey with our Literacy software, giving every child the chance to thrive. 💙

https://ow.ly/HMNM50WT2RB
#LiteracyDay #Dyselxia #Dyslexiasupport
⭐ Why do school leaders choose IDL? ⭐

We spoke to schools already using IDL in the classroom and here’s why they recommend us over anyone else!

Joanne, a teacher at Park Hill School, says IDL is simple, effective, and adaptable to each child’s individual needs. 🧑‍🏫

Click here to start a FREE trial 👉 https://ow.ly/gozy50WLUc2

#BacktoSchool #TeacherRecommendation #StudentSupport #LessonSupport
As the new academic year starts, we want to wish everyone a warm welcome back! 📚⭐

The IDL software can support both learners and teachers in overcoming the challenges they may face in the classroom. 🧑‍🏫

How can teachers benefit from using IDL in the classroom?
⭐Lesson support- IDL’s structured lessons and automated reporting free up valuable teacher time. 🙌
⭐Improved Learner Engagement- The multi-sensory approach and gamified elements of IDL make learning fun and engaging, motivating learners.
⭐Data-Driven Insights- IDL provides detailed progress reports, enabling teachers to track student performance and identify areas of difficulty.

Click here to secure your FREE trial 👉 https://ow.ly/esXT50WOYsU

#BackToSchool #TeacherSupport #LessonSupport #Dyslexia #Wellbeing
Follow Us