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Edsby Social Emotional Check-Ins

Are your students ready to learn today? How do you know? Have you asked how they’re feeling today?

An estimated 1.5 million children have lost a loved one to COVID. How are their emotional states affecting their ability to learn? The Edsby LMS for K-12 now enables students to share how they’re feeling with their teacher(s) and presents research-based strategies so educators can help them be as ready as possible to succeed.

Enable students to share how they’re feeling

A new, friendly way for kids to share on a subject difficult for some

Daily, or even per-class, emotional check-ins

Whether students are in class, hybrid or fully remote, Edsby now gives teachers a quick and easy way to poll students at the beginning of their day, or throughout the day, on how they’re feeling.

Age-appropriate selections and regulation strategies

Younger students don’t have the same emotion vocabulary or skills as older ones. So Edsby presents emotion options to choose from that are tailored to students’ grade levels, accompanied by developmentally appropriate definitions. 

Suggested regulation strategies for each emotion, curated by experts, are also age appropriate.

student well being

Discover how open your students are to learning

Find out what might be getting in the way of some students succeeding
student well being

Colored icons

Animated icons representing emotions are color-coded to represent emotion intensity level and how pleasant the emotion is. Teachers can see the types of emotions their students may be experiencing and which students may need additional attention.

Spot outliers or trends

Teachers see when there are new check-ins and can monitor patterns and trends over time. They also see if a student has opted not to check in, which is a student’s valid choice.

Recommended teacher strategies

Teachers see what emotional regulation strategies have been presented to each student and receive their own professionally-curated strategies for educators based on what their students are feeling.

Confidential information

Emotional check-in information is only available to the student and teacher, and not parents, principals or school district administrators.

Take action

Help make a difference in students’ well-being

Prompt conversations

The Edsby Check-In system gives students and teachers a way to start a dialogue around emotions. Teachers and students can communicate in Edsby, or face to face, and build their emotion vocabulary literacy and their own personal toolkits of emotion regulation strategies.

Ways to loop in other stakeholders

Edsby enables teachers to communicate privately with students and/or their parents, and/or guidance counsellors within the school’s same official, protected communications system.

360° view of student

In Edsby Check-Ins, a student’s Edsby Panorama is only ever a click away, including their comprehensive academic history, parent information, attendance records and more.

Ways to manage care

Students that might benefit from extra care can be grouped together for special educator attention. Edsby Monitor Groups, a long-established and appreciated feature of Edsby, can be set up as desired by teachers or guidance counsellors.

Edsby check-ins are like a "thermometer" to help tell teachers if kids might be sick. Other professionals can then intervene.

Latest social and emotional learning guidance

Strategies informed by decades of SEL and emotion research
student well being
SEL professionals consulted on every aspect of the Edsby check-in system.

Designed with leading academics

User interface, icon color, age-appropriate emotion selection and culturally responsive regulation strategy content in Edsby Check-Ins come courtesy of a team of academic advisors and an exclusive relationship with MindUP—an evidence-based non-profit program designed to improve children’s emotional well-being founded by actress Goldie Hawn. MindUP is aligned with current SEL research and is accredited by the Collaborative for Academic, Social, and Emotional Learning, or CASEL.

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What we know in education is that "what is not assessed is not addressed." Now, more than ever, we need tools to measure children’s social and emotion competencies so we can identify where they are so that we can create learning opportunities to cultivate their social and emotional learning.
Dr. Kimberly Schonert-Reichl, NoVo Foundation Endowed Chair in Social and Emotional Learning in the Department of Psychology / University of Illinois at Chicago

Edsby Check-Ins are not intended as a diagnostic tool or data for analysis. They’re meant to start a dialogue between the student and teacher. The process can help students and teachers develop emotion awareness and build emotion vocabulary literacy, and their own personal toolkits of emotion regulation strategies.

In Edsby, only a student’s teacher has access their check-in data. Research has shown that this information must held closely.

“Learning involves risk and vulnerability, and much of what inspires children to invest the effort required in learning happens in the interpersonal space between student and teacher. Thus, the relationships of trust between teachers and students are at the heart of the learning enterprise of schools. When students trust their teachers, a climate of safety and warmth prevails which facilitates learning. Conversely, when distrust prevails, students are motivated to minimize their vulnerability by adopting self-protective stances. The result is disengagement from the educational process. Safety comes at the expense of student investment in the learning process.”

-Tschannen-Moran, M. (2014). The interconnectivity of trust in schools. D. Van Maele & P.B. Forsyth (Eds.), Trust and school life (pp. 57-81). Springer Netherlands

Red represents high intensity emotions that are unpleasant, like angry. Blue is low activation/intensity and unpleasant, like sad. Yellow is high intensity/activation and pleasant, like excitement. Green is low intensity/activation and pleasant, like calm. 

Edsby Social Emotional Check-In categories of emotions color codes
Based on the work of Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161-1178. And Ahn, J., Gobron, S., Silvestre, Q., & Thalmann, D. (2010, September 13-15). Asymmetrical facial expressions based on an advanced interpretation of two-dimensional Russell’s emotional model [Paper presentation]. Proceedings of ENGAGE 2010, Zermatt, Switzerland.

When using Edsby’s Check-Ins, teachers are empowered and encouraged to follow their school’s established protocols for disclosure and follow-up if student mental health concerns are identified.

Teachers have always been among the first adults to notice students’ mental well-being and are a critical human link in supporting students’ mental health and pathways to care.

Yes. The regulation strategy content presented was developed in partnership with subject matter experts in social emotional learning and is informed by decades of SEL and emotion research. The strategies and the curriculum and training content from MindUP was developed to be culturally responsive and support diversity, equity and inclusion for the K-12 educators, administrators and families the program serves worldwide.

Edsby partnered with MindUP | The Goldie Hawn foundation to help guide the development of its Edsby Social Emotion Check-In feature as well as provide Social and Emotional Learning (SEL) resources and training opportunities to educators.

The Goldie Hawn Foundation is a not-for-profit organization founded to help children develop the knowledge and tools they need to strive in school and life. The evidence-based MindUP program was developed by a team of experts grounded upon on four scientific pillars: neuroscience, mindful awareness social-emotional learning (SEL), and positive psychology. MindUP is a simple-to-administer program that has been accredited by the Collaborative for Academic, Social, and Emotional Learning (casel.org) as a SELect Program.

Together, Edsby and MindUP are working to provide tools and resources for teachers to support their students’ well-being and academic success.

See how Edsby social emotional check-ins support student well-being

Edsby Social Emotional Advisory Board

Dr. Kimberly Schonert-Reichl

Dr. Schonert-Reichl is the NoVo Foundation Endowed Chair in Social and Emotional Learning in the Department of Psychology at the University of Illinois at Chicago. From 1991 to 2020, she was a Professor in the Department of Educational and Counseling Psychology and Special Education in the Faculty of Education at University of British Columbia. A renowned expert in the area of social and emotional learning (SEL), Dr. Schonert-Reichl’s research focuses on identification of the processes that foster positive human qualities such as empathy, compassion, altruism, and resiliency in children and adolescents. Her projects in this area include studies examining the effectiveness of classroom-based universal SEL programs including including MindUP. Dr. Schonert-Reichl has over 150 publications in scholarly journals, book chapters, and reports, and has edited two books on mindfulness in education. She has presented over 300 research papers at scholarly conferences and has given over 400 presentations on the topic of children’s social and emotional development and SEL to lay audiences, including parents, community organizations, educators, and policy makers. She is a Board Member of the Collaborative for Academic, Social, and Emotional Learning (CASEL).


Dr. M. Jennifer Kitil

Dr. Kitil is a Research Associate in Social & Emotional Learning at the University of British Columbia Human Early Learning Partnership (HELP). She earned her PhD in Human Development at UBC under the supervision of Dr. Kimberly Schonert-Reichl. Prior to that, she earned her BA in Psychology and MPH in Community Health Sciences from the University of California, Los Angeles. Her research investigates the efficacy of social and emotional learning programs on the well-being of children and youth in school settings. She is particularly interested in the role that neurocognition, self-regulation, and mindfulness-based practices, have on developmental outcomes that include well-being and the cultivation of positive human qualities. She has also served as a consultant for the Organisation for Economic Co-operation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the Collaborative for Academic, Social, and Emotional Learning (CASEL).

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Dr. Jenna Whitehead

Jenna Whitehead received her PhD in Human Development, Learning, and Culture (HDLC) at the University of British Columbia (UBC). She completed her MA in HDLC and her BSc in behavioural neuroscience at UBC. She has been the lab coordinator for 10 years in Dr. Kimberly Schonert-Reichl’s SEL Lab and has coordinated several large-scale research projects in schools, evaluating SEL programs such as MindUP and Random Acts of Kindness (RAK). She has been an academic consultant for agencies such as MindUP, the Collaborative for Academic, Social, Emotional, Learning (CASEL), and the Organisation for Economic Co-operation and Development (OECD). Her research focuses on the social and emotional development of children and adolescents, with particular interest in the impact of student-teacher relationships on student well-being, prosociality, and academic success.


Dr. Molly Lawlor

Dr. Molly Stewart Lawlor is an expert in child and adolescent social and emotional development. Dr. Lawlor’s research includes the investigation of mindfulness and psychological adjustment in children and adolescents, and evaluations of social-emotional learning programs for children and adolescents in school settings. She is lead author and serves as the Director for Curriculum and Research for the MindUP program, an evidence-based social and emotional learning program grounded in neuroscience. Dr. Lawlor is also an advisor to children’s media projects including Peabody award-winning Stillwater (Apple TV), the award-winning Scout and the Gumboot Kids (Canadian Broadcasting Company), and Committee for Children’s Mind Yeti, a guided mindfulness app. Molly is passionate about bringing research to practice in order to make social and emotional learning and contemplative practice accessible for all children and their adults.