Certify your competency in school wellbeing
Psychometric evaluation of professional competence in school wellbeing: psychosocial intervention, socio-emotional programmes, crisis management and trauma-informed practice as a foundational pillar — not an optional subject.
A senior credential for those who design and lead school wellbeing.
EASEC-SWB evaluates professional competency in school wellbeing — not clinical knowledge, but the capacity to design systems, lead programmes, and respond to crises within institutional constraints.
Awareness
General sensitivity to student mental health — recognising when something is wrong.
System
A whole-school wellbeing architecture — prevention programmes, protocols, and measurable outcomes.
Reaction
Responding to crises when they occur — individually, without systemic support.
Prevention
Designing the structures that reduce crisis frequency and severity before they occur.
Referral
Identifying a problem and sending the student elsewhere — with little follow-up or coordination.
Intervention
Assessing needs, selecting appropriate support, delivering it within institutional constraints, and monitoring outcomes.
Optional
Trauma-informed practice as a supplementary training — valuable but not required for daily practice.
Foundational
Trauma-informed practice as a non-negotiable core competency — assessed from level N3 upwards.
Why trauma-informed practice is non-negotiable from level N3.
A significant proportion of students in any school have experienced adverse childhood experiences. Professionals without trauma training can cause inadvertent harm through standard disciplinary or academic pressure practices. EASEC-SWB treats this as a systemic, not individual, responsibility — and evaluates it accordingly.
from N3 upwards
How prepared is your wellbeing practice, really — beyond good intentions?
See how the assessment works
From diagnosis to ethics: the complete school wellbeing system.
Built on the WHO School Mental Health Framework, CASEL SEL Framework, UNESCO Inclusive Education 2020, and Herman's Trauma-Informed Care model.
Wellbeing Assessment & Diagnosis
How you read the state of pupils and the school before acting. This dimension evaluates your capacity to assess individual and collective wellbeing — selecting appropriate tools, interpreting their results within the school context, and translating data into actionable priorities. Expert practitioners diagnose before intervening; novices act on the first visible symptom.
Psychosocial Intervention & Individual Support
How you support pupils case by case within the school context. This dimension assesses your capacity to deliver individual psychosocial support — not as a therapist, but as a school wellbeing professional who selects appropriate interventions, sets realistic goals, coordinates with families and external services, and monitors progress within institutional constraints.
SEL Education & Prevention Programmes
How you design and deliver socio-emotional learning and prevention programmes. This dimension evaluates your capacity to develop, implement and evaluate SEL curricula aligned to CASEL standards — not delivering a one-off session, but building a coherent programme that develops emotional regulation, social skills, and resilience across the whole school.
Crisis Management & Critical Situations
How you respond when the situation exceeds the school's routine capacity. This dimension assesses your ability to identify a critical situation early, activate appropriate protocols, coordinate internal and external resources, manage communication with families and staff, and support the school community through the aftermath — without amplifying the crisis through poor professional decisions.
Family & Community Engagement
How you involve families and community in supporting student wellbeing. This dimension evaluates your ability to build productive partnerships with families — including those who are reluctant, overwhelmed, or culturally distant from the school — and to coordinate with community organisations, health services, and social support networks to create a coherent web of support around each pupil.
Diversity, Inclusion & Trauma-Informed Practice
The non-negotiable pillar of senior wellbeing practice. This dimension evaluates your capacity to respond to the real diversity of your school — cultural backgrounds, disability, language differences, and exposure to adverse childhood experiences — with evidence-based adaptations. Trauma-informed practice is assessed here as a core competency: not a lens to occasionally apply, but the professional default from which all wellbeing practice operates.
Ethics, Supervision & Professional Development
How you maintain professional boundaries and the quality of your own practice. This dimension evaluates your capacity for critical self-reflection, recognition of your limits, management of dual roles and confidentiality tensions, engagement with peer supervision, and ongoing professional development — the markers of a practitioner who sustains quality not through effort alone, but through professional discipline.
School context scenarios — not clinical theory.
Respond
40 situational judgement items calibrated to the educational context — not clinical settings. Completed online in 45–90 minutes, at your own pace.
Receive your profile
Automated scoring against EQF references via IRT. A report across all 7 dimensions at 5 proficiency levels — from Foundation to Expert.
Certify
Open Badge 3.0 + Europass Digital Credential. Valid for 3 years. Evidence your school can include in quality assurance and inspection reports.
Be the first to certify your wellbeing practice.
Aligned with the international frameworks of educational wellbeing.
EASEC-SWB is built on the frameworks that define professional standards in school wellbeing internationally — from the WHO School Mental Health Framework to the CASEL SEL standards and UNESCO Inclusive Education guidelines. The credential formats ensure the evidence is legible to inspectors, accreditation bodies, and school quality systems across Europe.
WHO School Mental Health Framework
World Health Organisation — School & Adolescent Health
UNESCO Inclusive Education 2020
United Nations Educational, Scientific and Cultural Organisation
CASEL SEL Framework
Collaborative for Academic, Social and Emotional Learning
BACP / EMCC Ethical Framework
British Association for Counselling · European Mentoring and Coaching Council
Trauma-Informed Care
Judith Herman (1992) — Trauma and Recovery · WHO Mental Health Action Plan
Foundational · N3+European Qualifications Framework — EQF 5–7
European Commission — Lifelong Learning Policy
Practice that goes beyond emotional support.
Evidence of whole-school SEL architecture — not reactive support, but structured prevention aligned to CASEL standards.
Crisis response that does not amplify harm — grounded in Herman's TIC model and applied to the institutional constraints of schools.
Documented capacity to build productive partnerships with families — including those who are reluctant, overwhelmed, or culturally distant.
Open Badge 3.0 · Europass Digital Credential · LinkedIn · 3-year validity
Are you a school building a whole-school wellbeing system?
Certify your wellbeing team under one group licence and present quality assurance and inspection bodies with verifiable evidence — not just a policy document.
Questions wellbeing professionals ask most.
Clinical training prepares you for a broad therapeutic context. EASEC-SWB is calibrated specifically for the educational setting — school-based psychosocial intervention, SEL programme design, crisis protocols within institutional constraints, and family engagement models specific to school environments. It is a professional identity marker for the educational wellbeing field, not a clinical licence replacement.
No. Mental health first aid trains people to recognise signs and refer. EASEC-SWB evaluates the full professional competency of those who design and lead wellbeing systems in schools — prevention architecture, psychosocial intervention, trauma-informed pedagogy, and professional supervision. It is a senior professional credential, not an awareness course.
Because the research is unambiguous: a significant proportion of students in any school have experienced adverse childhood experiences, and professionals without trauma training can cause inadvertent harm through standard disciplinary or academic pressure practices. EASEC-SWB treats this as a non-negotiable professional competency from level N3 upwards — grounded in Herman (1992) and the WHO School Mental Health Framework.
No. There is no pass or fail threshold. You receive a full competency profile at five proficiency levels aligned to the EQF, with dimension-by-dimension feedback. The assessment reveals your current practice accurately — it does not filter you out. Retake is available after a minimum interval to allow genuine professional development.
An Open Badge 3.0 and a Europass Digital Credential — the recognised EU standards for professional qualifications. Both are shareable on LinkedIn, verifiable by inspectors or accreditation bodies, and valid for three years. Verification is available at cert.easec.eu/certificates/verify.
No prior course or training is required. EASEC-SWB assesses your current professional practice as it stands today. It is open to any practising school wellbeing professional — wellbeing coordinator, school psychologist, or SEL programme lead — regardless of years of experience or prior qualifications.
Responses are scored automatically using Item Response Theory (IRT) calibrated against EQF reference levels. Your report covers all 7 dimensions at 5 proficiency levels — from Foundation to Expert. Each dimension is scored independently. Dimension 6 carries additional weight at levels N3 and above, reflecting the non-negotiable status of trauma-informed practice at senior level.
Yes. EASEC-SWB is specifically designed to produce evidence that schools can incorporate into quality assurance reports, inspection submissions, and institutional accreditation records. The dimension-by-dimension profile at a defined EQF level gives inspectors and accreditation bodies a precise, structured picture of professional competency — not a self-report, but a psychometrically scored assessment.
Lead your school's wellbeing with evidence.
Assess your current professional competency and receive a profile your school can present to quality assurance and inspection bodies.
Start my assessmentBuilding a whole-school wellbeing system?
Group licensing for schools — certify your wellbeing team with one agreement.
Talk to our schools team