Data Collection Methods

Observation Tools
Teacher notes on student behavior and progress during lessons or activities.
Predefined lists of skills or behaviors that teachers check off as students demonstrate them.
Behavior Tracking Sheets: Recording behaviors (positive or negative) over time, such as frequency of participation, attentiveness, or disruptive behavior.

Collaboration Tools
Teacher Collaboration Notes: Shared notes or platforms where teachers track behavior and progress with the help of colleagues.
Parent Communication Tools: Platforms to inform parents of their child's progress.

Parents Conferences
One-on-Ones: Teachers meet with parents and discuss academic or behavioral progress.
Goal Setting: Teachers and students work together to set learning or behavioral goals, monitoring progress regularly.

Class Councils (three times a year)
Teachers meet to discuss students' learning and behavioral progress and issues, and to set goals that will then be discussed with the students.

Subjects involved

Student
His words reflect a very mixed feeling: sometimes he says, "I love life, I'm happy with myself, I feel loved, I'm generally very relaxed," and sometimes he says, "I'm afraid of many things, I'm too emotional, I feel insecure." This feeling is also expressed towards his classmates: "I wish my friends liked me more, I'm afraid they won't like me." This same sense of ambivalence is also found when he talks about his family: "I'm a good son, but my parents wish I were different. My family isn't happy with me." Regarding his results, he does not seem very aware of his level: "I am proud of my grades at school, I am satisfied with myself, I have good results but I would like to be better and understand my lessons better. The same remark applies to his work in class: "I feel capable of completing my studies, I am convinced that I can succeed but I am never comfortable with homework in class, when I get a good grade, I think I was lucky, that the teacher asked me what I knew.

Teachers
This student is placed at the front because he has vision problems (glasses). He participates willingly in class but struggles with comprehension and writing. He seems to have difficulty finding his words. He seems afraid of being punished and of not following the rules.
This child prefers to work alone, even though he has no difficulties with his peers and maintains friendly relationships with a group of friends. He is not influenced by his peers but can easily report behavior, which can put him in a difficult situation with them. He never has conflicts with his teachers.
He does not feel uncomfortable or insecure at school and has access to computer tools, which he uses correctly.
In terms of academic performance, the student has difficulty maintaining the expected results. He is unsure of his abilities, both written and oral, and has no goals (future career or grades).
The student and his parents are willing to implement new strategies to improve his grades.

School leaders
The school leader emphasizes the student's positive behavior towards the educational community (peers, educational team), the fact that the student does not show dissatisfaction with the school environment, does not express feelings of inadequacy or confidence in his academic abilities, and seems to adapt to new situations. He also emphasizes the fact that the parents and the student are ready to accept the support measures offered by the school.

Counselors
The school counselor highlights Antoine's lack of participation in class, during group work, or during physical activities. He also highlights his lack of attention. The student submits his work on time and has no difficulty building relationships with his peers.
The environmental factors are positive in that the student benefits from family support, is not influenced by his peers, has no conflicts or poor relationships with his peers or educators, does not express feelings of insecurity about the school environment, and has no difficulty accessing the technology necessary for learning.
On a personal level, a lack of confidence in his academic abilities and a lack of interest in his future educational or career goals may explain his disengagement.
The positive aspects are the student's acceptance of the support strategies proposed by the educational team, communication with teachers and school counselors, and the parents' acceptance of all forms of support.

Parents
The parents seem unaware of their child's difficulties. They believe the child has no health problems or issues with peers or teachers. He shows no signs of demotivation or disinterest in school subjects. He has no self-esteem issues or behavioral problems. However, they are not reluctant to engage with school staff or collaborate on support plans.