No. ReflectMe is an early signalling and decision-support system in schools: a daily check-in, analysis of class and school trends, and a structured response path for urgent signals.
Most common questions from schools and staff
The most important information before implementation: launch, anonymity, SAFE procedures, and daily use of the tool.
Implementation and scope
Key organisational questions before launching the system
The school receives a daily, structured signal about student wellbeing at class and whole-school level. This makes it easier to detect risks faster, prioritise staff actions better, and run support more predictably.
The implementation process is staged: defining scope (classes and roles), operational launch, work stabilisation, and alignment with school procedures. The goal is a fast start without overloading staff.
Yes. ReflectMe is developed iteratively: school-environment testing, feedback analysis from students and staff, and regular feature adjustments.
Anonymity and data
Privacy principles and data scope
Yes. Standard views are based on aggregated data and trends. The system is not designed to identify individual students, but to detect risk signals at the level of school support work.
The model is based on data minimisation: the school receives operational information and trends, without creating individual emotional profiles. The data scope is reduced to the minimum necessary to achieve the support purpose.
SAFE and intervention
SAFE alert conditions
A SAFE signal appears when the system detects a pattern requiring a prioritised reaction from school staff. It is an operational signal that triggers action in line with the applicable support procedure.
No. ReflectMe does not replace specialists. It shortens the time from signal detection to action and supports staff in prioritising real help for a student.
Technical and daily use
Practical day-to-day questions
The student app is currently available as a PWA (installed from a link). Publication in the App Store and Google Play is planned in later stages.
Typically 10–30 seconds. The process is intentionally short to maintain regularity and signal quality, rather than create another obligation.
Regularity is supported by neutral check-in reminders and a consistent usage rhythm. The reminder mechanism does not reveal the student’s responses or identifying data.