SEL User Guide

USER GUIDE
PANORAMA SOCIAL-EMOTIONAL
LEARNING SURVEY
ABOUT THIS
SURVEY
WHAT IS SOCIAL-EMOTIONAL LEARNING? 2. Student supports and environment
Social-emotional learning (SEL) describes The environment in which students
the mindsets, skills, attitudes, and feelings learn, which influences their academic
that help students succeed in school, success and social-emotional
career, and life. At its core, SEL focuses on development.
students’ fundamental needs for motivation, Example topics: Teacher-Student
social connectedness, and self-regulation Relationships, Sense of Belonging,
as prerequisites for learning. Educators may School Safety
also refer to SEL as “non-cognitive skills,”
“soft skills,” “21st century skills,” “character 3. Teacher skills and perspectives
strengths,” and “whole child development.” Teachers’ readiness, preparation, and
capacity to support every student
Social-emotional learning is an important socially and emotionally.
part of a well-rounded education. A 2017 Example topics: Professional Learning
meta-analysis from CASEL (the Collaborative About SEL, Resources for Student
for Academic, Social, and Emotional Support, School Climate
Learning) shows that investment in SEL has
led to improved classroom behavior, better Within each of these areas, Panorama
stress management, and 13 percent gains in offers survey measures that cover an array
academics. of SEL topics (e.g., Growth Mindset, Self-
Management, Sense of Belonging). Schools
HOW CAN SCHOOLS MEASURE SOCIAL- and districts can select the topics that align
EMOTIONAL LEARNING? with their strategic priorities, measurement
By asking students and teachers to reflect goals, or SEL framework. We encourage
on SEL through surveys, schools and schools and districts to select between four
districts can gather actionable data to and seven topics for their survey so that
better understand how to support students students and teachers can complete short,
socially and emotionally. Panorama’s Social- specific surveys.
Emotional Learning Survey helps educators
measure and improve SEL in three areas:
1. Student competencies
The social, emotional, and
motivational skills that help students
excel in school, career, and life.
Example topics: Growth Mindset, Self-
Efficacy, Social Awareness
2 PANORAMA EDUCATION • www.panoramaed.com

WHO SHOULD USE PANORAMA’S SOCIAL- have been adapted from work conducted
EMOTIONAL LEARNING SURVEY? in partnership with the CORE Districts,
Panorama’s survey helps educators Transforming Education, and their research
understand students’ SEL competencies and partners, as well as work at Harvard University
perceptions of how supported they feel at by Dr. Hunter Gehlbach and his research
school. The questions are applicable to all team at the Harvard Graduate School of
types of K-12 school settings—including public, Education. We are grateful for the support and
independent, and charter schools—and to contributions of our research partners.
communities serving students from a range of
socioeconomic backgrounds. USING PANORAMA’S SOCIAL-EMOTIONAL
LEARNING SURVEY
Panorama provides developmentally We encourage schools and districts to select
appropriate versions of the survey for the SEL topics that are most important to
students in grades 3-5 and students their school context or community. Within
in grades 6-12. There are also optional the three categories (student competencies,
questions for teachers to rate their students’ student supports and environment, and
SEL skills (suitable for use with students in teacher skills and perspectives), we have
grades K-12), available here. also designated topics as “recommended”
or “supplemental” based on leading SEL
SURVEY DEVELOPMENT PROCESS frameworks and best practices for schools
Thousands of schools and millions of and districts.
students use Panorama’s Social-Emotional
Learning Survey. The measures are regularly At Panorama, we believe that all educators
checked for validity and reliability. We deserve access to the best tools available.
have found positive correlations between We invite educators to use the Panorama
these SEL measures and important student SEL Survey free of charge. We only ask that
outcomes, including GPA, test scores, you identify the survey as the “Panorama
behavior, and attendance. Social-Emotional Learning Survey” created
by Panorama Education so that others
may find this resource as well. If you have
This SEL survey was originally developed by any feedback, contact us at research@
Dr. Hunter Gehlbach, associate professor and panoramaed.com.
associate dean at the University of California,
Santa Barbara’s (UCSB) Gevirtz Graduate
School of Education and director of research
at Panorama Education. Some measures
User Guide: Panorama Social-Emotional Learning Survey 3

ABOUT
DR. HUNTER GEHLBACH
Dr. Hunter Gehlbach is the
director of research at Panorama
Education, as well as an associate
professor of education and
associate dean for academics and
faculty development at UC Santa
Barbara’s Gevirtz Graduate School
of Education. From 2006 to 2015,
he was an assistant professor and
associate professor of education
at the Harvard Graduate School
of Education. He is an educational
psychologist with an academic
focus on helping social scientists
and practitioners design better
surveys and questionnaires.
Dr. Gehlbach is particularly

interested in helping schools
think about ways to use surveys
to improve teacher and student
outcomes, and teaches classes in
each of these areas at UC Santa
Barbara. After graduating with
a B.A. from Swarthmore College
in psychology and education,
Dr. Gehlbach taught high school
social studies before returning
to school for a M.Ed. in school
counseling from the University
of Massachusetts-Amherst and a
Ph.D. in educational psychology
from Stanford.

What the Survey Measures
Student Competencies
The social, emotional, and motivational skills that help students succeed in school,
career, and life.
GRIT — RECOMMENDED P. 10 CLASSROOM EFFORT — SUPPLEMENTAL P. 18

How well students are able to persevere How much effort students put into school
through setbacks to achieve important long- and learning.
term goals. Example Question: How much effort do you
Example Question: How often do you stay put into your homework for this class?
focused on the same goal for several months
at a time? SOCIAL PERSPECTIVE-TAKING —
SUPPLEMENTAL P. 19
GROWTH MINDSET — RECOMMENDED P. 11 The extent to which students consider the
Student perceptions of whether they have perspectives of their teachers. (Only for
the potential to change those factors that are students in grades 6-12.)
central to their performance in school. Example Question: How much effort have you
Example Question: In school, how possible is it put into figuring out what your teachers’
for you to change how easily you give up? goals are?
SELF-MANAGEMENT — RECOMMENDED P. 12-13 SELF-EFFICACY ABOUT SPECIFIC SUBJECTS

How well students manage their emotions, — SUPPLEMENTAL P. 20
thoughts, and behaviors in different situations. How much students believe they can succeed
Example Question: During the past 30 days, in achieving academic outcomes in
how often did you come to class prepared? specific subjects.
Example Question: How confident are you that
SOCIAL AWARENESS — RECOMMENDED P. 14-15 you can learn all the material presented in your
How well students consider the perspectives [SUBJECT] class?
of others and empathize with them.
EMOTION REGULATION — SUPPLEMENTAL P. 21
Example Question: During the past 30 days,
how carefully did you listen to other people’s How well students regulate their emotions.
points of view? Example Question: How often are you able to
control your emotions when you need to?
SELF-EFFICACY — RECOMMENDED P. 16
How much students believe they can succeed BACKGROUND QUESTIONS —
in achieving academic outcomes. RECOMMENDED P. 33
Example Question: When complicated ideas Demographic questions about respondents

are presented in class, how confident are you that could be included and may be of interest
that you can understand them? to many schools.
Example Question: What kinds of grades do
LEARNING STRATEGIES — SUPPLEMENTAL P. 17 you usually get?
How well students deliberately use strategies to
manage their own learning processes generally.
Example Question: How often do you use
strategies to learn more effectively?

Student Supports and Environment
The extent to which the environment in which students learn influences their academic
success and social-emotional development.
SCHOOL CLIMATE — RECOMMENDED P. 22 ENGAGEMENT — SUPPLEMENTAL P. 26

Perceptions of the overall social and learning How attentive and invested students are in school.
climate of the school. Example Question: In your classes, how eager
Example Question: How pleasant or unpleasant are you to participate?
is the physical space at your school?
RIGOROUS EXPECTATIONS —
TEACHER-STUDENT RELATIONSHIPS — SUPPLEMENTAL P. 27
RECOMMENDED P. 23 How much students feel that their teachers
How strong the social connection is between hold them to high expectations around effort,
teachers and students within and beyond understanding, persistence, and performance
the school. in class.
Example Question: How many of your teachers Example Question: How often do your teachers
are respectful towards you? take time to make sure you understand
the material?
SENSE OF BELONGING — RECOMMENDED P. 24
How much students feel that they are valued VALUING OF SPECIFIC SUBJECTS —
members of the school community. SUPPLEMENTAL P. 28
Example Question: How connected do you feel How much students feel that an academic
to the adults at your school? subject is interesting, important, and useful.
Example Question: How often do you use ideas
SCHOOL SAFETY — RECOMMENDED P. 25 from [SUBJECT] class in your daily life?
Perceptions of student physical and
psychological safety while at school. VALUING OF SCHOOL —
SUPPLEMENTAL P. 29
Example Question: How often do you worry
about violence at your school? How much students feel that school is
interesting, important, and useful.
Example Question: How important is it to you
to do well in your classes?

Teacher Skills and Perceptions
The readiness and preparation of teachers to support SEL on campus.
TEACHER SELF-REFLECTION — RESOURCES FOR STUDENT SUPPORT —

RECOMMENDED P. 30 RECOMMENDED P. 32
Perceptions of professional strengths and Perceptions of the adequacy of the school’s
areas for growth related to social-emotional resources for student support.
learning. Example Question: When students need help
Example Question: How confident are you that from an adult, how often do they have to wait
you can engage students who typically are to get that help?
not motivated?
EDUCATING ALL STUDENTS —
PROFESSIONAL LEARNING ABOUT SUPPLEMENTAL P. 33
SEL — RECOMMENDED P. 31 Perceptions of readiness to address issues
Perceptions of the amount and quality of diversity.
of professional growth and learning Example Question: How comfortable would
opportunities available to faculty related to you be incorporating new material about
social-emotional learning. people from different backgrounds into
Example Question: At your school, how your curriculum?
valuable are the social-emotional learning
(SEL) professional development opportunities?
SCHOOL CLIMATE — RECOMMENDED P. 32

Perceptions of the overall social and learning
climate of the school.
Example Question: How positive are the
attitudes of your colleagues?

Student Competencies
Grit — Recommended
How well students are able to persevere through setbacks to achieve important long-term goals.
Grades 6-12
Question Response Options
How often do you stay focused on the same goal for

Almost never Once in a while Sometimes Frequently Almost always
several months at a time?
If you fail to reach an important goal, how likely are

Not at all likely Slightly likely Somewhat likely Quite likely Extremely likely
you to try again?
When you are working on a project that matters a lot

Somewhat Extremely
to you, how focused can you stay when there are lots Not at all focused Slightly focused Quite focused
focused focused
of distractions?
If you have a problem while working towards an

Not well at all Slightly well Somewhat well Quite well Extremely well
important goal, how well can you keep working?
Some people pursue some of their goals for a long

time, and others change their goals frequently. Over
the next several years, how likely are you to continue
to pursue one of your current goals?
Grades 3-5
How often do you stay focused on the same goal for

several months at a time?
If you fail to reach an important goal, how likely are

you to try again?
When you are working on a project that matters a lot

Somewhat Extremely
to you, how focused can you stay when there are lots Not at all focused Slightly focused Quite focused
focused focused
of distractions?
If you have a problem while working towards an

important goal, how well can you keep working?

Growth Mindset — Recommended
Student perceptions of whether they have the potential to change those factors that are central to
their performance in school.
Grades 6-12
Whether a person does well or poorly in school may depend on a lot of different things. You may feel that some of these things are easier for you to
change than others. In school, how possible is it for you to change:
Somewhat Completely
Not at all possible A little possible Quite possible
Being talented possible to possible to
to change to change to change
change change
Somewhat Completely
Liking the subjects you are studying possible to possible to
change change
Somewhat Completely
Your level of intelligence possible to possible to
change change
Somewhat Completely
Putting forth a lot of effort possible to possible to
change change
Somewhat Completely
Behaving well in class possible to possible to
change change
Somewhat Completely
How easily you give up possible to possible to
change change
Grades 3-5
Whether a person does well or poorly in school may depend on a lot of different things. You may feel that some of these things are easier for you to
change than others. In school, how possible is it for you to change:
Somewhat Completely
Being talented possible to possible to
change change
Somewhat Completely
Liking the subjects you are studying possible to possible to
change change
Somewhat Completely
Your level of intelligence possible to possible to
change change
Somewhat Completely
Giving a lot of effort possible to possible to
change change
Somewhat Completely
Behaving well in class possible to possible to
change change
Somewhat Completely
How easily you give up possible to possible to
change change

Self-Management — Recommended
How well students manage their emotions, thoughts, and behaviors in different situations.
Grades 6-12
During the past 30 days…
Almost all the

How often did you come to class prepared? Almost never Once in a while Sometimes Often
time
Almost all the

How often did you follow directions in class? Almost never Once in a while Sometimes Often
time
How often did you get your work done right away, Almost all the
Almost never Once in a while Sometimes Often
instead of waiting until the last minute? time
How often did you pay attention and Almost all the
resist distractions? time
When you were working independently, how often did Almost all the
you stay focused? time
How often did you remain calm, even when someone Almost all the
was bothering you or saying bad things? time
How often did you allow others to speak Almost all the
without interruption? time
Almost all the

How often were you polite to adults? Almost never Once in a while Sometimes Often
time
Almost all the

How often were you polite to other students? Almost never Once in a while Sometimes Often
time
Almost all the

How often did you keep your temper in check? Almost never Once in a while Sometimes Often
time

Self-Management — Recommended
How well students manage their emotions, thoughts, and behaviors in different situations.
Grades 3-5
Almost all the

How often did you come to class prepared? Almost never Once in a while Sometimes Often
time
Almost all the

How often did you follow directions in class? Almost never Once in a while Sometimes Often
time
How often did you get your work done right away, Almost all the
instead of waiting until the last minute? time
How often did you pay attention and Almost all the
ignore distractions? time
When you were working independently, how often did Almost all the
you stay focused? time
How often did you remain calm, even when someone Almost all the
was bothering you or saying bad things? time
How often did you allow others to speak without Almost all the
interrupting them? time
Almost all the

How often were you polite to adults? Almost never Once in a while Sometimes Often
time
Almost all the

How often were you polite to other students? Almost never Once in a while Sometimes Often
time
Almost all the

How often did you keep your temper under control? Almost never Once in a while Sometimes Often
time

Social Awareness — Recommended
How well students consider the perspectives of others and empathize with them.
Grades 6-12
How carefully did you listen to other people's Somewhat Extremely

Not carefully at all Slightly carefully Quite carefully
points of view? carefully carefully
Cared a
Cared Cared quite
How much did you care about other people's feelings? Did not care at all Cared a little bit tremendous
somewhat a bit
amount
How often did you compliment others' Almost all the

accomplishments? time
How well did you get along with students who are Did not get along Got along a little Got along Got along Got along
different from you? at all bit somewhat pretty well extremely well
Somewhat Extremely
How clearly were you able to describe your feelings? Not at all clearly Slightly clearly Quite clearly
clearly clearly
When others disagreed with you, how respectful were Not at all Slightly Somewhat Extremely
Quite respectful
you of their views? respectful respectful respectful respectful
To what extent were you able to stand up for yourself A tremendous

Not at all A little bit Somewhat Quite a bit
without putting others down? amount
To what extent were you able to disagree with others A tremendous

without starting an argument? amount

Social Awareness — Recommended
How well students consider the perspectives of others and empathize with them.
Grades 3-5
How carefully did you listen to other people's Somewhat Extremely

Not carefully at all Slightly carefully Quite carefully
points of view? carefully carefully
Cared a
Cared Cared quite
How much did you care about other people's feelings? Did not care at all Cared a little bit tremendous
somewhat a bit
amount
How often did you compliment others' Almost all the

accomplishments? time
How well did you get along with students who are Did not get along Got along a little Got along Got along Got along
different from you? at all bit somewhat pretty well extremely well
Somewhat Extremely
How clearly were you able to describe your feelings? Not at all clearly Slightly clearly Quite clearly
clearly clearly
When others disagreed with you, how respectful were Not at all Slightly Somewhat Extremely
Quite respectful
you of their views? respectful respectful respectful respectful
To what extent were you able to stand up for yourself A tremendous

without putting others down? amount
To what extent were you able to disagree with others A tremendous

without starting an argument? amount

Self-Efficacy — Recommended
How much students believe they can succeed in achieving academic outcomes.
Grades 6-12
How confident are you that you can complete all the Not at all Slightly Somewhat Extremely
Quite confident
work that is assigned in your classes? confident confident confident confident
When complicated ideas are presented in class, how Not at all Slightly Somewhat Extremely
Quite confident
confident are you that you can understand them? confident confident confident confident
How confident are you that you can learn all the Not at all Slightly Somewhat Extremely
Quite confident
material presented in your classes? confident confident confident confident
How confident are you that you can do the hardest Not at all Slightly Somewhat Extremely
Quite confident
work that is assigned in your classes? confident confident confident confident
How confident are you that you will remember what Not at all Slightly Somewhat Extremely
Quite confident
you learned in your current classes, next year? confident confident confident confident
Grades 3-5
How sure are you that you can complete all the work
Not at all sure Slightly sure Somewhat sure Quite sure Extremely sure
that is assigned in your class?
When complicated ideas are discussed in class, how

sure are you that you can understand them?
How sure are you that you can learn all the topics
taught in your class?
How sure are you that you can do the hardest work
that is assigned in your class?
How sure are you that you will remember what you
learned in your current class, next year?

Learning Strategies — Supplemental
How well students deliberately use strategies to manage their own learning processes generally.
Grades 6-12
When you get stuck while learning something new,

how likely are you to try a different strategy?
How confident are you that you can choose an Not at all Slightly Somewhat Extremely
Quite confident
effective strategy to get your schoolwork done well? confident confident confident confident
Before you start on a challenging project, how often

do you think about the best way to approach Almost never Once in a while Sometimes Frequently Almost always
the project?
Overall, how well do your learning strategies help you

learn more effectively?
How often do you use strategies to learn

more effectively?
Grades 3-5
When you get stuck while learning something new,

how likely are you to try to learn it in a different way?
How sure are you that you can figure out a good way
to get your schoolwork done well?
Before you start on a challenging project, how often

do you think about the best way to do it?
Overall, how well can you figure out how to

learn things?

Classroom Effort — Supplemental
How much effort students put into school and learning.
Grades 6-12
How much effort do you put into getting involved in A little bit of Quite a bit of A great deal of
Almost no effort Some effort
discussions during class? effort effort effort
When your teacher is speaking, how much effort do A little bit of Quite a bit of A great deal of
you put into trying to pay attention? effort effort effort
How much effort do you put into your homework for A little bit of Quite a bit of A great deal of
this class? effort effort effort
Overall, how much effort do you put forth during A little bit of Quite a bit of A great deal of
this class? effort effort effort
How much effort do you put into learning all the A little bit of Quite a bit of A great deal of
material for this class? effort effort effort
Grades 3-5
How hard do you try to get involved in discussions

Not hard at all A little hard Somewhat hard Very hard Extremely hard
during class?
When your teacher is speaking, how hard do you try to

Not hard at all A little hard Somewhat hard Very hard Extremely hard
pay attention?
How much effort do you put into your homework for A little bit of Quite a bit of A tremendous
this class? effort effort amount of effort
Overall, how hard do you try in class? Not hard at all A little hard Somewhat hard Very hard Extremely hard
How much effort do you put into learning all the A little bit of Quite a bit of A tremendous
material for this class? effort effort amount of effort

Social Perspective-Taking — Supplemental
The extent to which students consider the perspectives of their teachers. Please note that this
measure is only available for students in Grades 6-12.
Grades 6-12
How hard do you try to understand your teachers'

Not hard at all Slightly hard Somewhat hard Quite hard Extremely hard
point of view?
During class, how hard do you try to understand what

Not hard at all Slightly hard Somewhat hard Quite hard Extremely hard
your teachers are feeling?
Overall, how much effort do you put into figuring out A small amount Quite a bit of A tremendous
what your teachers are thinking? of effort effort amount of effort
How much effort have you put into figuring out what A small amount Quite a bit of A tremendous
your teachers' goals are? of effort effort amount of effort
How much do you try to understand your teachers' A tremendous

motivation for doing different classroom activities? amount
When your teachers seem to be in a worse mood than

usual, how hard do you try to understand the Not hard at all Slightly hard Somewhat hard Quite hard Extremely hard
reasons why?

Self-Efficacy About Specific Subjects — Supplemental
How much students believe they can succeed in achieving academic outcomes in specific subjects.
We suggest students take this measure about their core classes in ELA, Math, Social Studies,
and Science.
Grades 6-12
How confident are you that you can complete all the Not at all Slightly Somewhat Extremely
Quite confident
work that is assigned in your [SUBJECT] class? confident confident confident confident
When complicated ideas are presented in your

Not at all Slightly Somewhat Extremely
[SUBJECT] class, how confident are you that you can Quite confident
confident confident confident confident
understand them?
How confident are you that you can learn all the Not at all Slightly Somewhat Extremely
Quite confident
material presented in your [SUBJECT] class? confident confident confident confident
How confident are you that you can do the hardest Not at all Slightly Somewhat Extremely
Quite confident
work that is assigned in your [SUBJECT] class? confident confident confident confident
How confident are you that you will remember what

you learned in your current [SUBJECT] class, Quite confident
next year?
Grades 3-5
How sure are you that you can complete all the work
that is assigned in your [SUBJECT] class?
When complicated ideas are discussed in your

[SUBJECT] class, how sure are you that you can Not at all sure Slightly sure Somewhat sure Quite sure Extremely sure
understand them?
How sure are you that you can learn all the topics
taught in your [SUBJECT] class?
How sure are you that you can do the hardest work
that is assigned in your [SUBJECT] class?
How sure are you that you will remember what you
learned in your current [SUBJECT] class, next year?

Emotion Regulation — Supplemental
How well students regulate their emotions.
Grades 6-12
When you are feeling pressured, how easily can you Somewhat
Not easily at all Slightly easily Quite easily Extremely easily
stay in control? easily
How often are you able to pull yourself out of

a bad mood?
When everybody around you gets angry, how relaxed Somewhat Extremely
Not relaxed at all Slightly relaxed Quite relaxed
can you stay? relaxed relaxed
How often are you able to control your emotions when

you need to?
Once you get upset, how often can you get yourself
to relax?
When things go wrong for you, how calm are you able
Not calm at all Slightly calm Somewhat calm Quite calm Extremely calm
to remain?
Grades 3-5
How often are you able to pull yourself out of

a bad mood?
When everybody around you gets angry, how relaxed Somewhat Extremely
Not relaxed at all Slightly relaxed Quite relaxed
can you stay? relaxed relaxed
How often are you able to control your emotions

when you need to?
Once you get upset, how often can you get

yourself to relax?
When things go wrong for you, how calm are you

Not calm at all Slightly calm Somewhat calm Quite calm Extremely calm
able to stay?

Student Supports and Environment
School Climate — Recommended

Perceptions of the overall social and learning climate of the school.
Grades 6-12
How often do your teachers seem Once in a

Almost never Sometimes Frequently Almost always
excited to be teaching your classes? while
How fair or unfair are the rules for the Somewhat Slightly Neither unfair Somewhat
Very unfair Slightly fair Very fair
students at this school? unfair unfair nor fair fair
Neither
How pleasant or unpleasant is the Very Somewhat Slightly Slightly Somewhat Very
pleasant nor
physical space at your school? unpleasant unpleasant unpleasant pleasant pleasant pleasant
unpleasant
Neither
How positive or negative is the energy Somewhat Slightly Slightly Somewhat Very
Very negative negative nor
of the school? negative negative positive positive positive
positive
Hurts my Helps my
At your school, how much does the Hurts my Hurts my Neither helps Helps my Helps my
learning a learning a
behavior of other students hurt or help learning learning a nor hurts my learning a little learning
tremendous tremendous
your learning? some little bit learning bit some
amount amount
Grades 3-5
How often do your teachers seem Once in a

Almost never Sometimes Frequently Almost always
excited to be teaching your classes? while
How fair or unfair are the rules for the Somewhat Slightly Neither unfair Somewhat
Very unfair Slightly fair Very fair
students at this school? unfair unfair nor fair fair
Neither
How positive or negative is the energy Somewhat Slightly Slightly Somewhat Very
Very negative negative nor
of the school? negative negative positive positive positive
positive
Hurts my Helps my
At your school, how much does the Hurts my Hurts my Neither helps Helps my Helps my
learning a learning a
behavior of other students hurt or help learning learning a nor hurts my learning a little learning
tremendous tremendous
your learning? some little bit learning bit some
amount amount

Teacher-Student Relationships — Recommended
How strong the social connection is between teachers and students within and beyond the school.
Grades 6-12
How many of your teachers are respectful None of my A few of my About half of Most of my All of my
towards you? teachers teachers my teachers teachers teachers
If you walked into class upset, how many of your None of my A few of my About half of Most of my All of my
teachers would be concerned? teachers teachers my teachers teachers teachers
If you came back to visit class three years from now,

None of my A few of my About half of Most of my All of my
how many of your teachers would be excited
teachers teachers my teachers teachers teachers
to see you?
When your teachers ask how you are doing, how many None of my A few of my About half of Most of my All of my
of them are really interested in your answer? teachers teachers my teachers teachers teachers
How many of your teachers would you be excited to None of my A few of my About half of Most of my All of my
have again in the future? teachers teachers my teachers teachers teachers
Grades 3-5
Not at all Slightly Somewhat Quite Extremely

How respectful are your teachers towards you?
respectful respectful respectful respectful respectful
If you walked into class upset, how concerned would Not at all Slightly Somewhat Quite Extremely
your teachers be? concerned concerned concerned concerned concerned
When your teacher asks, "how are you?", how often do

you feel that your teachers really want to know your Almost never Once in a while Sometimes Frequently Almost always
answer?
How excited would you be to have your Somewhat Extremely

Not at all excited Slightly excited Quite excited
teachers again? excited excited

Sense of Belonging — Recommended
How much students feel that they are valued members of the school community.
Grades 6-12
How well do people at your school understand you Do not understand Understand a Understand Understand Completely
as a person? at all little somewhat quite a bit understand
How connected do you feel to the adults Not at all Slightly Somewhat Quite Extremely
at your school? connected connected connected connected connected
A tremendous
How much respect do students in your school A little bit of Quite a bit of
No respect at all Some respect amount of
show you? respect respect
respect
Matter a
Do not matter Matter Matter quite
How much do you matter to others at this school? Matter a little bit tremendous
at all somewhat a bit
amount
Overall, how much do you feel like you belong Do not belong Belong a little Belong Belong quite Completely
at your school? at all bit somewhat a bit belong
Grades 3-5
How well do people at your school understand Do not understand Understand a Understand Understand Completely
you as a person? at all little somewhat quite a bit understand
A tremendous
How much support do the adults at your school A little bit of Quite a bit of
No support at all Some support amount of
give you? support support
support
A temendous
How much respect do students at your school A little bit of Quite a bit of
No respect at all Some respect amount of
show you? respect respect
respect
Overall, how much do you feel like you belong Do not belong Belong a little Belong Belong quite Completely
at your school? at all bit somewhat a bit belong

School Safety — Recommended
Perceptions of student physical and psychological safety while at school.
Grades 6-12
How often are people disrespectful to others

at your school?
How likely is it that someone from your school will

bully you online?
How often do you worry about violence

at your school?
At your school, how unfairly do the adults Somewhat Extremely

Not at all unfairly Slightly unfairly Quite unfairly
treat the students? unfairly unfairly
If a student is bullied in school, how difficult is it for Somewhat Extremely

Not at all difficult Slightly difficult Quite difficult
him/her to get help from an adult? difficult difficult
How often do students get into physical fights

at your school?
Grades 3-5
How often are people disrespectful to others

at your school?
How likely is it that someone from your school will

bully you online?
How often do you worry about violence

at your school?
If a student is bullied in school, how difficult is it for Somewhat Extremely

him/her to get help from an adult? difficult difficult
How often do students get into physical fights

at your school?

Engagement — Supplemental
How attentive and invested students are in school.
Grades 6-12
Somewhat Extremely
How excited are you about going to your classes? Not at all excited Slightly excited Quite excited
excited excited
How often do you get so focused on activities in your

classes that you lose track of time?
Somewhat
In your classes, how eager are you to participate? Not at all eager Slightly eager Quite eager Extremely eager
eager
When you are not in school, how often do you talk

Almost never Once in a while Sometimes Often Almost always
about ideas from your classes?

Overall, how interested are you in your classes? Quite interested
interested interested interested interested
Grades 3-5
Somewhat Extremely
How excited are you about going to your classes? Not at all excited Slightly excited Quite excited
excited excited
Somewhat Extremely
How focused are you on the activities in your classes? Not at all focused Slightly focused Quite focused
focused focused
Somewhat Extremely
In your classes, how excited are you to participate? Not at all excited Slightly excited Quite excited
excited excited
When you are not in school, how often do you talk

about ideas from your classes?

How interested are you in your classes? Quite interested
interested interested interested interested

Rigorous Expectations — Supplemental
How much students feel that their teachers hold them to high expectations around effort,
understanding, persistence, and performance in class.
Grades 6-12
How often do your teachers make you explain

your answers?
When you feel like giving up on a difficult task,

how likely is it that your teachers will make you Not at all likely Slightly likely Somewhat likely Quite likely Extremely likely
keep trying?
Encourage me
How much do your teachers encourage you Do not encourage Encourage me Encourage me Encourage me
a tremendous
to do your best? me at all a little some quite a bit
amount
How often do your teachers take time to make sure

you understand the material?
Overall, how high are your teachers'

Not high at all Slightly high Somewhat high Quite high Extremely high
expectations of you?
Grades 3-5
How often do your teachers make you explain

your answers?
When you feel like giving up, how likely is it that your
teachers will make you keep trying?
Encourage me
How much do your teachers encourage you Do not encourage Encourage me Encourage me Encourage me
a tremendous
to do your best? me at all a little some quite a bit
amount
How often do your teachers take time to make sure

you understand the material?
Overall, how high are your teachers'

Not high at all Slightly high Somewhat high Quite high Extremely high
expectations of you?

Valuing of Specific Subjects — Supplemental
How much students feel that an academic subject is interesting, important, and useful. We suggest
students take this measure about their core classes in ELA, Math, Social Studies, and Science.
Grades 6-12
How interesting do you find the things you learn in Not at all Slightly Somewhat Quite Extremely
[SUBJECT] class? interesting interesting interesting interesting interesting
How often do you use ideas from [SUBJECT] class in

your daily life?
How important is it to you to do well in Not at all Slightly Somewhat Extremely

Quite important
[SUBJECT] class? important important important important
How much do you see yourself as a/an A tremendous

[SUBJECT] person? amount
How useful do you think [SUBJECT] class will be to Somewhat Extremely

Not at all useful Slightly useful Quite useful
you in the future? useful useful
Grades 3-5
How interesting do you find the things you learn Not at all Slightly Somewhat Quite Extremely
in [SUBJECT]? interesting interesting interesting interesting interesting
How often do you use ideas from [SUBJECT]

in your daily life?

How important is it to you to do well in [SUBJECT]? Quite important
important important important important
How useful do you think [SUBJECT] will be to you Somewhat Extremely

in the future? useful useful

Valuing of School — Supplemental
How much students feel that school is interesting, important, and useful.
Grades 6-12
How interesting do you find the things you Not at all Slightly Somewhat Quite Extremely
learn in your classes? interesting interesting interesting interesting interesting
How often do you use ideas from school

in your daily life?

How important is it to you to do well in your classes? Quite important
How much do you see yourself as someone who A tremendous

appreciates school? amount
How useful do you think school will be to you Somewhat Extremely

Grades 3-5
How interesting do you find the things you learn Not at all Slightly Somewhat Quite Extremely
in your classes? interesting interesting interesting interesting interesting
How often do you use ideas from school in

your daily life?

How important is it to you to do well in your classes? Quite important
How useful do you think school will be to you Somewhat Extremely


Teacher Skills And Perspectives
Teacher Self-Reflection — Recommended

Faculty perceptions of their professional strengths and areas for growth related to social-
emotional learning.
How confident are you that you can

engage students who typically are Quite confident
not motivated?
How confident are you that you can help
your school's most challenging students Quite confident
to learn?
How thoroughly do you feel that you Not thoroughly Slightly Somewhat Quite Extremely
know all the content you need to teach? at all thoroughly thoroughly thoroughly thoroughly
Thinking about grit in particular, how

Not at all Slightly Somewhat Extremely I am not sure what
confident are you that you can support Quite confident
confident confident confident confident we mean by "grit."
your students’ growth and development?
Thinking about growth mindset in
I am not sure
particular, how confident are you that you Not at all Slightly Somewhat Extremely
Quite confident what we mean by
can support your students’ growth and confident confident confident confident
"growth mindset."
development?
Thinking about social awareness in
I am not sure what
Quite confident we mean by "social
awareness."
development?
Thinking about self-management in
I am not sure what
Quite confident we mean by "self-
management."
development?
Thinking about self-efficacy in particular,
I am not sure what
how confident are you that you can Not at all Slightly Somewhat Extremely
Quite confident we mean by "self-
support your students’ growth and confident confident confident confident
efficacy."
development?
To ask about additional competencies:
Thinking about [COMPETENCY] in I am not sure

particular, how confident are you that you Quite confident what we mean by
can support your students' growth? [COMPETENCY].

Professional Learning About SEL — Recommended
Perceptions of the amount and quality of professional growth and learning opportunities available
to faculty related to social-emotional learning.
In terms of social-emotional learning (SEL) in

particular, how supportive has the school been of your
supportive supportive supportive supportive supportive
growth as a teacher?
At your school, how valuable are the social-
Somewhat Extremely
emotional learning (SEL) professional development Not at all valuable Slightly valuable Quite valuable
valuable valuable
opportunities?
When it comes to social-emotional learning (SEL), how
Somewhat Extremely
helpful are your colleagues' ideas for improving Not at all helpful Slightly helpful Quite helpful
helpful helpful
your teaching?
How often do your social-emotional learning (SEL)
Almost all the
professional development opportunities help you Almost never Once in a while Sometimes Frequently
time
explore new ideas?
How relevant have your social-emotional learning
Somewhat Extremely
(SEL) professional development opportunities been to Not at all relevant Slightly relevant Quite relevant
relevant relevant
the content that you teach?
Thinking of social-emotional learning (SEL) in
particular, how much input do you have into A little bit of Quite a bit of A tremendous
Almost no input Some input
individualizing your own professional development input input amount of input
opportunities?
Overall, how much do you learn about supporting your Learn a
Learn almost Learn quite
students' social-emotional learning (SEL) from the Learn a little bit Learn some tremendous
nothing a bit
leaders at your school? amount

School Climate — Recommended
Perceptions of the overall social and learning climate of the school.
On most days, how enthusiastic are the students about Not at all Slightly Somewhat Quite Extremely
being at school? enthusiastic enthusiastic enthusiastic enthusiastic enthusiastic
Trusted a
To what extent are teachers trusted to teach in the way Trusted a little Trusted Trusted quite
Not at all trusted tremendous
they think is best? bit somewhat a bit
amount
Somewhat Extremely
How positive are the attitudes of your colleagues? Not at all positive Slightly positive Quite positive
positive positive
How supportive are students in their interactions Not at all Slightly Somewhat Quite Extremely
with each other? supportive supportive supportive supportive supportive
How respectful are the relationships between teachers Not at all Slightly Somewhat Extremely
Quite respectful
and students? respectful respectful respectful respectful
How optimistic are you that your school will improve Not at all Slightly Somewhat Extremely
Quite optimistic
in the future? optimistic optimistic optimistic optimistic
How often do you see students helping each other Almost all the
Almost never Once in a while Sometimes Frequently
without being prompted? time
When new initiatives to improve teaching are

presented at your school, how supportive are your
supportive supportive supportive supportive supportive
colleagues?
Overall, how positive is the working environment at Somewhat Extremely

Not at all positive Slightly positive Quite positive
your school? positive positive
Resources for Student Support — Recommended

Perceptions of the adequacy of the school’s resources for student support.
When students need help from an adult, how often do Almost all the
Almost never Once in a while Sometimes Frequently
they have to wait to get that help? time
For students who need extra support, how difficult is it Somewhat Extremely
for them to get the support that they need? difficult difficult
How important is it for your school to hire more Not important Slightly Somewhat Extremely
Quite important
specialists to help students? at all important important important

Educating All Students — Supplemental
Faculty perceptions of their readiness to address issues of diversity.
How easy do you find interacting with students at your

school who are from a different cultural background Not at all easy Slightly easy Somewhat easy Quite easy Extremely easy
than your own?
How comfortable would you be incorporating new
material about people from different backgrounds into
comfortable comfortable comfortable comfortable comfortable
your curriculum?
How knowledgeable are you regarding where to find Not
Slightly Somewhat Quite Extremely
resources for working with students who have unique knowledgeable
knowledgeable knowledgeable knowledgeable knowledgeable
learning needs? at all
If students from different backgrounds struggled to
get along in your class, how comfortable would
you be intervening?
How easy would it be for you to teach a class with
groups of students from very different religions from Not at all easy Slightly easy Somewhat easy Quite easy Extremely easy
each other?
In response to events that might be occurring in
the world, how comfortable would you be having
conversations about race with your students?
How easily do you think you could make a particularly Somewhat

Not at all easily Slightly easily Quite easily Extremely easily
overweight student feel like a part of class? easily
How comfortable would you be having a student who

could not communicate well with anyone in class
because his/her home language was unique?
When a sensitive issue of diversity arises in class,
Somewhat
how easily can you think of strategies to address Not at all easily Slightly easily Quite easily Extremely easily
easily
the situation?
Additional Questions
BACKGROUND QUESTIONS
What is your gender?
What is your race or ethnicity?
Please indicate the primary language you speak at home.
What kinds of grades do you usually get?

Panorama Education partners with K-12 schools and districts across the country to collect
and analyze data about social-emotional learning, school climate, family engagement, and
more. With research-backed surveys and a leading technology platform, Panorama helps
educators act on data and improve student outcomes. Panorama supports more than 9
million students in 11,500 schools across 46 states, including those in the New York City
Department of Education, Dallas Independent School District, Seattle Public Schools, and
San Francisco Unified School District.
Learn more about Panorama:

www.panoramaed.com | contact@panoramaed.com | (617) 356-8123
24 School Street, 4th Floor, Boston, MA 02108

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USER GUIDE

2 PANORAMA EDUCATION • www.panoramaed.com

User Guide: Panorama Social-Emotional Learning Survey 3

Dr. Gehlbach is particularly

User Guide: Panorama Social-Emotional Learning Survey 5

GRIT — RECOMMENDED P. 10 CLASSROOM EFFORT — SUPPLEMENTAL P. 18

SELF-MANAGEMENT — RECOMMENDED P. 12-13 SELF-EFFICACY ABOUT SPECIFIC SUBJECTS

Example Question: When complicated ideas Demographic questions about respondents

6 PANORAMA EDUCATION • www.panoramaed.com

SCHOOL CLIMATE — RECOMMENDED P. 22 ENGAGEMENT — SUPPLEMENTAL P. 26

User Guide: Panorama Social-Emotional Learning Survey 7

TEACHER SELF-REFLECTION — RESOURCES FOR STUDENT SUPPORT —

SCHOOL CLIMATE — RECOMMENDED P. 32

8 PANORAMA EDUCATION • www.panoramaed.com

Question Response Options

How often do you stay focused on the same goal for

If you fail to reach an important goal, how likely are

When you are working on a project that matters a lot

If you have a problem while working towards an

Some people pursue some of their goals for a long

Question Response Options

How often do you stay focused on the same goal for

If you fail to reach an important goal, how likely are

When you are working on a project that matters a lot

If you have a problem while working towards an

10 PANORAMA EDUCATION • www.panoramaed.com

Question Response Options

Question Response Options

User Guide: Panorama Social-Emotional Learning Survey 11

Question Response Options

During the past 30 days…

Almost all the

Almost all the

Almost all the

Almost all the

Almost all the

12 PANORAMA EDUCATION • www.panoramaed.com

Question Response Options

During the past 30 days…

Almost all the

Almost all the

Almost all the

Almost all the

Almost all the

User Guide: Panorama Social-Emotional Learning Survey 13

Question Response Options

During the past 30 days…

How carefully did you listen to other people's Somewhat Extremely

How often did you compliment others' Almost all the

To what extent were you able to stand up for yourself A tremendous

To what extent were you able to disagree with others A tremendous

14 PANORAMA EDUCATION • www.panoramaed.com

Question Response Options

During the past 30 days…

How carefully did you listen to other people's Somewhat Extremely

How often did you compliment others' Almost all the

To what extent were you able to stand up for yourself A tremendous

To what extent were you able to disagree with others A tremendous

User Guide: Panorama Social-Emotional Learning Survey 15