At a glance
System: Catholic Schools Maitland-Newcastle, Catholic Diocese of Maitland-Newcastle (NSW)
Region: Metropolitan Newcastle, the Hunter, Port Stephens, the Upper Hunter, and surrounding regional and coastal communities
Schools: 58: 44 primary, 12 secondary and two K-12
Students: 21,000+
Solution: Pivot Student Wellbeing Insights
Timeline: 2024 trial with 11 schools; system-wide rollout in 2026
Year 1 highlights: Previously unidentified students reaching out for support; first system-level wellbeing insights; school programs adjusted in response to data
"We are united by a shared commitment to ensuring that every student is known, valued, and supported to reach their full potential. Pivot gives us that visibility. Not just us trying to work out what kids need. They're telling us what they need." Kate Drake, Assistant Director Catholic Schools, CDMN
The challenge: a strong framework, but limited visibility
CDMN had a clear wellbeing foundation, but no consistent way to know whether it was making a difference for students. Flexibility was valued by schools, but it created a wide mix of programs, resources and approaches across 58 schools. At the same time, schools were seeing rising levels of student anxiety and mental health concerns.
The result was a set of gaps at system level:
Limited visibility of student wellbeing outcomes across the diocese.
No consistent way to measure whether programs were being implemented or having the intended impact
Heavy reliance on anecdotal evidence and observations
Individual schools were running their own programs, with no common measure of effectiveness.
"We had no sort of formal way of checking if programs have been successful or whether students are being heard in terms of their needs and what they're calling out for."
The solution: start with a trial, then scale with the right support
CDMN tested Student Wellbeing Insights with 11 volunteer schools first, then rolled it out across the whole system once the evidence was clear. The goal was to see whether a common measurement tool could deliver meaningful insight into student wellbeing while still supporting each school's own strategy. At the end of the trial, the participating schools wanted to keep using it. That result led CDMN to move from a small group of schools to a system-wide approach.
Why did CDMN choose Student Wellbeing Insights
Two factors drove the decision:
The platform's ease of use
The feedback from trial schools about student voice. Regular check-ins were surfacing students whom wellbeing teams had not previously identified.
"Staff weren't even aware of some students that were really reaching out and needing support. So that was quite important in our decision-making."
Rolling out across 58 schools
With a large, geographically spread diocese and schools of varying sizes and needs, CDMN designed the rollout around one principle: principals keep choosing their own programs, while everyone shares one universal measure of student wellbeing.
Key elements of the rollout included:
A dedicated system lead: CDMN’s Student Learning and Support Coordinator drove the rollout and communication, working closely with Pivot's Customer Success team.
A central support portal: Guidance on using the platform, timelines and regular updates in one place.
Live Q&A sessions: Schools could join online sessions for regular check-ins with Pivot.
Tailoring to CDMN: Pivot has adjusted the platform to suit the diocese's needs, including a more specific bullying question for 2027 to align with the new anti-bullying framework.
Learnings from the launch
Communication needed a reset early on. After the launch, CDMN paused to go back to schools and clearly explain why it was adopting a system-wide approach.
"We knew why we were doing it and where we were going, but I would say communication is key."
The first term also showed that schools needed time, resources and people to run the platform well, from coordinating check-in periods to monitoring the reach-out function.
The impact
Students seen, patterns surfaced, decisions informed
In less than a year, the impact has been overwhelmingly positive, with insights emerging at student, school and system level.
Students who would never have been picked
The most consistent feedback from principals is about students who were struggling without anyone knowing.
"I can't tell you how many principals have told me a story of a really surprising student that they would never have picked that's having trouble."
Data that confirms what schools suspect, and prompts action
Principals report that the data gives them a deeper understanding of their students, particularly around friendships and possible bullying in primary schools. In one class, check-in data flagged friendship issues that were also showing up in behaviour. The school is now replacing its current program with a friendship program to support social interactions.
A system-wide insight CDMN could not see before
At its first system-level data meeting, CDMN found one cohort in every year level and every area reported lower feelings of safety. It is now a priority for further investigation and action.
What it would look like without Student Wellbeing Insights
"I think it'd still be just everyone doing their own thing. This is giving a really consistent approach to what we want to strengthen in our schools."
The biggest shift is that student voice, central to the 2021 framework, is now built into how the diocese works.
Looking ahead to 2027
CDMN's focus for 2027 is moving from insight to action, at both school and system level.
Survey schools on their experience of the platform to identify where they need more support
Ensure every school has a lead who drives check-ins, monitors reach-outs and acts on the data
Go deeper into system-level data, starting with the findings on safety
Integrate Student Wellbeing Insights into CDMN's school data dashboards, so leaders can access it alongside their other data
Track links to attendance and learning over time, as the evidence base grows
Kate's longer-term hope is earlier intervention, building capability in staff and students alike.
"What we're seeing is just being able to identify needs earlier rather than sort of waiting for things to happen."
Advice for other systems
Kate's advice to systems considering a similar approach:
Start with your purpose. Be clear about why you are doing this and what problem you are trying to solve.
Invest in communication and change management so everyone understands the why and is on board.
Be transparent with parents about why you are introducing it, to build trust and engagement.
Give schools time and resources to coordinate check-ins, manage the reach-out function and make sure every student who reaches out is connected with someone.
Make time for the data. The data is easy to read, but schools need time to have meaningful conversations about what it shows.
Stay connected with your IT team and Pivot. Issues have been resolved quickly through that partnership.
"We're in our first year, so we don't have all the answers. But I think it's so valuable, and just keeping that student voice at the forefront has been key."
