School implementation
Personal & social development evidence
See whether VIBE is being delivered consistently, whether pupils are participating, and whether the programme is producing useful evidence for school improvement and regulator conversations.
Active school context: . The local alignment layer is selected during school context setup and can be changed by the administrator.
96Pupils in validationGrades 5–6
87%ParticipationAssigned Mission 1
4Classes active4 of 4 scheduled
84%Observation completionTeacher close-out recorded
Delivery by class
Normal implementation evidence — captured during the programme, not created only for inspection.
| Class | Pupils | Participation | Teacher observations | Home continuation | Follow-up |
|---|---|---|---|---|---|
| Grade 6A | 24 | 92% | 88% | Enabled | On track |
| Grade 6B | 25 | 88% | 84% | Enabled | On track |
| Grade 5A | 23 | 83% | 81% | Selective | On track |
| Grade 5B | 24 | 78% | 73% | Selective | Review |
Access & participation
VIBE records the supports it offers and whether participation gaps appear. It does not store diagnoses in this validation model.
Voice + textEquivalent instruction channels
AvailableReduced motionLower stimulation when needed
AvailableExtra thinking timeDoes not reduce learning score
AvailableParticipation reviewBy class and approved school grouping
Validation dataWhat VIBE will not infer
✕No diagnosis from game behaviourVIBE does not infer ADHD, autism, anxiety or another condition.
✕No physiological claimsNo heart-rate, HRV, “coherence” or calm-state measurement.
✕No ranking pupils by wellbeingClass evidence remains descriptive and educational.
✓Teacher professional judgement remains centralVIBE provides prompts and evidence, not automated decisions.
Alignment & evidence contribution
What this school can retrieve from normal VIBE delivery for the active and curriculum profile.