Impact Intelligence – how do we know we’re making a difference?
At WOOF, we’re not here just to feel relevant – we want to be relevant. That’s why we measure our impact where it matters most: with the students.
Knowing when, how often, and how our efforts lead to positive change has given us a unique Impact Intelligence. This helps us manage WOOFs impact and many of these insights might also help you guys working on classroom wellbeing out there.
When we look across WOOF classrooms, we see clear patterns:
⭐WOOF has a positive effect on classroom wellbeing
⭐The effect is not dependent on the class’ starting point
⭐We see the impact across countries (Denmark, Sweden, Norway, US)
Classes that engage with WOOF consistently show more positive development – both short-term and sustained over time. We’ve found a statistically significant correlation between the usage of WOOF check-ins and improvements in overall class mood.
And this doesn’t just apply to the classrooms that are already doing well. In fact, we see no significant correlation between a class’s starting point and how their well-being evolves – WOOF works for both thriving classrooms and those struggling with well-being.
The key factor? That the class actually WOOFs – meaning they check in regularly and stay curious about how their classmates are doing. Working continuously with the factors that impact the class is key to driving progress. The students feel seen and heard, it strengthens the sense of community. They realize they’re not alone. They feel part of something and see that when they work together and stick with it, they can drive progress together.
And that’s our most important insight:
Impact doesn’t just come from data – it comes from the meeting point between data, reflection, and action.
🎯 We’re continuing to explore the impact of WOOF. We’re building our Impact Intelligence every day – to help schools better understand how to support student well-being, ownership, and community in the classroom.
Stay tuned – we look forward to sharing more soon.
