Nordic Education Academy.
Sample school · Demo International School

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Demo International School · decision

Extend advisory pilot to Grade 9 from next term

25 Aug 2026 · SLT weekly · Improve student belonging & wellbeing

Why it was made

Belonging flat in G9-10 while improving in G6-8.

How it was decided

How might this improve the school?
Why we made this decision

Belonging flat in G9-10 while improving in G6-8.

Leadership rationale · Recorded with the decision
How it might help

A safe, orderly and supportive environment is a precondition for learning, not a bonus.

Research basis · Culture & Trust
What we would expect to see, in order
  1. The decision Extend advisory pilot to Grade 9 from next term
  2. What we would expect first The expectation becomes visible in how people speak to and work with one another.
  3. What would change in practice Raise belonging indicators; embed advisory programme.
  4. What students would experience A climate students notice — clearer expectations and more consistent relationships.
  5. The impact we intend Students experience a stronger sense of belonging through a coherent advisory programme.

A plausible pathway, not a prediction. Each step would need to happen for the next to follow, and SchoolOS cannot say that this decision caused any of them.

What should happen first
  • Draft G9 advisory schedule · Head of Pastoral · 9 Oct
The school's own follow-through on this decision
What we are seeing

Evidence recorded

Evidence has been recorded against this priority since the decision, though the agreed follow-through is not yet showing as complete.

  • Advisory sessions observed in two year groups; engagement high. · Student survey review · 12 Sep
  • Belonging +12 vs baseline in G6-8; flat G9-10. AGGREGATES ONLY. · Belonging survey (aggregate) · 1 Sep
School evidence recorded since this decision
Why does SchoolOS suggest this pathway?

Several sources in the SchoolOS corpus speak to this mechanism. Research shapes the questions SchoolOS asks; it does not say what will work in this school.

Representing the school credibly to families and the wider community protects its freedom to act. Marzano et al. (2005) — Outreach · correlation Correlation from a meta-analysis of school leadership. Correlational, not causal or additive; not a predictor for an individual school.
Shared beliefs and a sense of common purpose are what make collective effort possible. Marzano et al. (2005) — Culture · correlation Correlation from a meta-analysis of school leadership. Correlational, not causal or additive; not a predictor for an individual school.
Open, reliable lines of communication are the substrate trust is built on. Marzano et al. (2005) — Communication · correlation Correlation from a meta-analysis of school leadership. Correlational, not causal or additive; not a predictor for an individual school.

How SchoolOS works →

Recorded process
OwnerNot recorded
MethodNot recorded
ConsultNot recorded
InformNot recorded

No decision right is linked to this decision, so no expected process is compared.

What followed

Organisational memory — what was decided, why, by whom, and how.Demo International School