Teachers in Denmark are using apps to monitor and improve their students’ moods and well-being. These data-driven well-being audits have become increasingly common in Danish classrooms, as the country has invested heavily in technology for education. However, while some believe that these apps can be beneficial, others express concerns about their potential negative effects. Critics worry that quantifying children’s emotions and experiences could lead to self-surveillance and have unintended consequences on their mental health. Additionally, experts raise concerns about data privacy and the lack of regulation surrounding these platforms.
| Signal | Change | 10y horizon | Driving force |
|---|---|---|---|
| Teachers in Denmark are using apps to audit their students’ moods | From traditional classroom assessment to digital mood auditing | More widespread use of mood-auditing apps in classrooms | Addressing the mental health crisis among Danish schoolchildren |
| Danish schools are investing in digital platforms for technology-based education | From traditional teaching aids to digital platforms | Increased integration of technology in education | Nordic tradition of education centered on interactive learning and child’s experience |
| Danish schoolchildren are experiencing a mental health crisis | From stable mental health to increased depression and self-harm rates | Implementation of digital platforms for mental health management | Rising depression and self-harm rates among Danish schoolchildren |
| Platforms like Woof are being used to monitor and improve students’ well-being | From traditional teacher-student interaction to digital well-being platforms | Increased use of digital platforms for tracking and improving well-being | Addressing the mental health crisis among Danish schoolchildren |
| Debate over the effectiveness and ethics of using mood-monitoring technology in schools | From traditional methods of assessing students’ well-being to technology-based approaches | Continued debate over the use and impact of mood-monitoring tech | Lack of evidence for the effectiveness of quantification in solving social problems |
| Concerns over data privacy and transparency in the use of well-being platforms | From limited data privacy and transparency to increased scrutiny and regulation | Greater regulation and transparency in the collection and use of student data | Lack of transparency and concerns over data privacy in the use of well-being platforms |
| Low-income schools in Denmark face challenges in addressing students’ well-being | From limited resources and support to improved well-being management through technology | Increased access to tools for managing students’ well-being in low-income schools | Addressing the challenges faced by low-income schools in supporting student well-being |
| Digital platforms for well-being are seen as a cost-effective solution for schools | From traditional support systems to digital well-being platforms | Continued use of cost-effective digital platforms in schools | Limited budgets and high demand for support services in schools |
| Students have mixed reactions to the use of well-being platforms | From traditional classroom experiences to mixed experiences with well-being platforms | More acceptance and understanding of well-being platforms among students | Varied perspectives and experiences among students using well-being platforms |
| Researchers and experts question the efficacy and ethics of well-being platforms | From unquestioned use of well-being platforms to increased scrutiny and debate | Continued research and debate on the use and impact of well-being platforms | Concerns over the impact of well-being platforms on students’ self-understanding and privacy |