Abstract
Student well-being and behaviour is assessed daily by classroom teachers
at school and teachers are also asked occasionally to complete
evidence-based psychology reports regarding a particular student in
their class to inform clinical practice and help with diagnoses. This
critical qualitative study considers the role of surveillance in schools
as a tool to keep students safe and ensure well-being. Data from a
two-year qualitative study provides insight from teachers,
administration and IT staff regarding the use of surveillance in schools
and considers ways that data can be used to assist in cognitive
behaviour therapy, as well as discussing the protection of data for
vulnerable and marginalized students from a FOIPPA compliance
perspective. Discussions emerge as to the potential use of data tracking
and data collection for staff to identify and conduct cognitive
behaviour therapy (CBT) in schools. The ability to use digital education
records combined with advancements in technology might enable the same
deep learning in education as in medicine in the areas self-regulation.
Results from the study indicate. Information Technology (IT) staff
struggle with their application of privacy matters and may not be using
data tracking as a means to develop and document well-being for students
and staff.