The only psychometric assessment specifically designed to spot attitudinal or emotional issues in children before they impact on school performance, PASS takes just 20 minutes to complete and acts as an effective early warning system for schools.

The traffic light reporting is easy to read and act on, helping to pinpoint who’s at risk and identifying children whose issues are still invisible, so you can plan interventions early and sensitively.

Pupil wellbeing is now top of the agenda with both schools and policy-makers across the UK; using PASS is an effective way to address this for the good of individual pupils, classes, year groups and the whole school.

How can PASS make a difference to you?

Quick Questions

What does PASS do?

Uncovers emotional or attitudinal problems (such as low self-regard or attitudes to attendance) likely to hinder achievement at school.

Why use PASS?

PASS was established by educational psychologists and standardised on 600,000 children, so the results are statistically reliable in measuring highly subjective and sensitive issues.

What does PASS tell you?

Where there are potential, or actual, risks of disengagement in children, graded according to a simple traffic light system, and measured against national benchmarks. Green, yellow, amber and red flags provide an instant visual indication of problems and their severity.

How do I use PASS?

It’s a short self-evaluation digital survey which takes just 20 minutes. Pupils are asked to respond to a series of statements about learning and school, corresponding to these nine standardised factors proven to be significantly linked to educational goals:

Attitudinal factor

What it measures

1. Feelings about school

Explores whether a pupil feels secure, confident and included in their learning community.

2. Perceived learning capability

Offers an insight into a pupil’s level of self-respect, determination and openness to learning.

3. Self-regard

Equivalent to self-worth, this measure is focused specifically on self-awareness as a learner, highlighting levels of motivation and determination.

4. Preparedness for learning

This measure covers areas such as study skills, attentiveness and concentration, looking at the pupil’s determination and openness to learning.

5. Attitudes to teachers

This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can flag a lack of respect.

6. General work ethic

Highlights the pupil’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond.

7. Confidence in learning

Identifies a pupil’s ability to think independently and to persevere when faced with a challenge.

8. Attitudes to attendance

Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy.

9. Response to curriculum demands

This measure focuses more narrowly on school-based motivation to undertake and complete curriculum-based tasks, highlighting the pupil’s approach to communication and collaboration.


PASS includes an optional Online Intervention Service, comprising over 1,300 intervention strategies drawn from research and best practice, to give you practical and proven next step ideas.

PASS is available in English and Welsh versions online. Translated statements in 24 other languages are available on request (paper only) to help you support EAL pupils.

Who uses PASS?

PASS is an all-age survey for pupils aged 4-18+ years. It is widely used across both primary and secondary schools by teachers, SLT, SENCOs and Educational Psychologists.

Almost 2 million PASS assessments have been completed over the last 5 years.

Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018

Our new report, Children’s Wellbeing: Pupil Attitudes to Self and School, highlights the key trends from across the UK, and provides practical ideas that schools can put into place to identify and support students who are at risk.

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