Increasingly schools want to act proactively to prevent pastoral car crashes rather than respond once they occur
AS Tracking, short for Affective Social Tracking, is a breakthrough adolescent mental health tracking tool that enables schools to identify pupils' hidden risks early. Evidence shows AS Tracking improves whole school and individual pupil wellbeing by equipping teachers with in-school, targeted action plans to reduce pupil mental health and wellbeing risks.
When is it used?
AS Tracking is used to track whole school populations twice a year from the age of 8-18. The AS Tracking data provides teachers with specific guidance to support each student in low-level, targeted ways within the school environment. At the age of 16, STEER provides each student with the USTEER app, which they use to access their own tracking data, track their ongoing steering, and set their own goals and signposts to improve their steering. Students continue to do so when they leave school to help them make a successful transition to the workplace or higher education.
How does it work?
AS Tracking works by tracking the steering biases which are developing in the mind of a student. Tracking steering biases is pioneering technology developed by 20 years of research involving thousands of students. Steering biases influence the health of social and emotional relationships which a student forms, their developing mental health, and their social competencies.
By tracking a student’s steering biases, we are able to identify when a student is developing a pattern of thinking which increases their mental health risks. Crucially, we can do this at a much earlier point in time than waiting for the mental health problem to develop and become visible. By identifying these risks earlier, we can then guide schools to act earlier and more precisely. By acting earlier and more precisely, schools can make smaller, targeted, responses, which cost less but which have a significant impact on reducing the risks for the student.
Typically, students supported in this way reduce their risks by 30% compared to students who are not. This approach compliments the traditional approach of referring students to specialist support when a problem reaches a critical level. Schools using AS Tracking have been able to reduce the number of children being referred to specialists by using the approach.
AS Tracking has had a fantastic impact in our school. It’s enabled us to identify at a really early stage those pupils who are at a hidden risk of developing social and emotional difficulties; we know how to help them and can track their progress over the coming terms. Working proactively and strategically has significantly reduced the number of pupils in need of critical pastoral support.
Head of Welfare, Monkton Combe School