When I started working at Primary School No. 3 and No. 2 in Pleszew (Western Poland) as a biology teacher for students in fourth through eighth grade, I was ready to teach my subject. I knew how to convey my knowledge of biology, how to plan lessons, and how to assess my students' progress. However, I wasn't quite ready for the more challenging task of developing my students' social and emotional skills. I quickly realised that knowledge alone was not enough. In today's schools, it is equally important, if not more so, to teach students how to cooperate, communicate, and build confidence in their abilities.

My class is a microcosm of diversity

Every day in my class is an encounter with diversity. Some students learn quickly and easily, while others need more time and support. Some have come from Ukraine, bringing with them the difficult experiences of war and facing language barriers.
It is this diversity that makes our class unique. However, the value of this diversity can only be realised if we create a space where everyone can flourish and feel safe. This is why I have started to think differently about what constitutes an effective biology lesson. It's not just about teaching the material; it's also about fostering relationships, community, and agency.

Data isn’t just numbers—it’s students’ voice

One of the most important steps in my own evolution as a teacher has been to incorporate biannual student surveys, informed by Teach For Poland’s broader efforts to measure holistic student outcomes. My class, alongside other Teach For Poland classrooms reaching thousands of children nationally, are measuring indicators tied to students’ sense of possibility and the beliefs and mindsets that allow them to view challenges not as barriers to learning, but as opportunities for growth and innovation. The surveys I implement in my classroom provide me with deep insight into how my students see themselves and their own abilities in the classroom and in the world, across a range of indicators: agency, problem-solving, flexibility, responsibility, persistence, and confidence or self-belief.  

The surveys are not so much about collecting data as they are about listening to the students, because real change begins with listening. To me, the students' answers are not just statistics—they are a map of their needs and emotions. Once I understand what is challenging or motivating for them, I can consider how to best support them. Sometimes this means changing the way I teach; sometimes it means creating new tools. 

Small steps, big changes!

For example, the data from my classroom showed that many students are afraid of making mistakes—38,4% of my students answered “yes” to the statement “When I make a mistake, I think it means I'm not smart”—which holds them back from fully engaging and participating in class. That is why I introduced the "thinking aloud about mistakes" model in my biology lessons. By analysing my own mistakes aloud, I demonstrate that mistakes are an integral part of the learning process. My students are often surprised when they hear me say, “This mistake is a great learning opportunity”.

I have also noticed that even the smallest actions can have a significant impact on self-esteem. This is why we publicly celebrate small successes, incorporating them into the daily classroom routine. To give you an example, two of my students decided to run for student government. Both prepared an election campaign and a speech. Only one of them received enough votes to be a member of the student government. During our lesson, we applauded and congratulated both girls for their courage and willingness to contribute to the school. I also emphasise teamwork and projects that teach cooperation, communication, and collaborative problem solving—skills that my students will need throughout their adult lives.

In our class, we have also introduced “monthly reflection journals.” Students write about the lessons they have learned, their emotions and their struggles, as well as the people and things they are grateful for. These notes provide me with valuable information about areas we can still work on. They also provide an insight into the challenges they face and offer an opportunity to pause for a moment amidst the daily rush of school life.

The results? More and more often, I hear comments such as: “Now I know I can try again,” or “Our group has achieved something amazing!” I notice students’ growing confidence and openness to challenges, as well as their willingness to take the initiative.

Change beyond the classroom

To fully understand the needs of students, I also involve parents, as they know their children best. Their input helps me to interpret data more effectively and support students in a way that is better tailored to their needs. 

In December, I plan to share the results of my research with my school community as part of a series of meetings Teach For Poland has organised to discuss our holistic student development research in schools across the country. I believe we can only have a real impact on students' development and wellbeing as a community, not an individual classroom. I would like us—teachers, parents, and students—to collaborate to foster an environment that nurtures the social and emotional growth of every child, regardless of their background or financial circumstances. This is our shared responsibility, as well as being a great opportunity to make school a place that not only imparts knowledge, but also shapes individuals who are ready to thrive in a changing world.

Using data in teaching involves much more than analysing tables and numbers. Above all, it's about listening carefully to students' voices and being ready to change—oneself, one's lessons and sometimes one's entire approach to education. If we consider data as a story about our students' needs, we can turn numbers into concrete actions and these actions into a developmental journey that will deliver real results.

Through the Global Institute for Shaping a Better Future, Sara Twardowska is a participant in the Holistic Student Outcomes working group, a coalition composed of global practitioners working at different levels of the education system to measure and gather evidence on holistic student outcomes to inform classroom practice, and over time, the policies and priorities of the systems in which they work. In September, Sara and Alexis Ramos from Teach For Poland presented their research at The Education and Development Forum (UKFIET) in Oxford to an international audience of leading researchers, academics, and development practitioners. To watch a video of their UKFIET presentation with Polish subtitles, please see here. 

The Shaping a Better Future Blog Series explores the purpose and practices of education and the progress we can collectively make to ensure all students have access to the holistic education they need to shape a better future.