Stessie is an online self-reflection instrument developed to support schools reflect on, evaluate and enhance their inclusive school practices. This tool was created by a multidisciplinary team of experts from different countries and educational fields (inspectors, school leaders, teachers, advisers, researchers, etc.). It is the result of two Erasmus+ programmes (BIBESOIN 2018 – 2021 and STESSIE 2022 -2025).
Stessie integrates the perspectives offered by educators, parents, and students of a particular school to provide a comprehensive view about the school’s inclusive leadership, climate, and classroom practices.
The Stessie (self-)reflection instrument further supports schools in formulating and coordinating actions to create a more inclusive school environment. It helps schools make informed decisions about strategic directions for the future.
social inclusion
Stessie, an easy to use tool for schools to reflect upon and grow towards more inclusive practices.
STESSIE can be used multiple times over the years to assess progress towards a more inclusive future.
Ga direct aan de slag
STESSIE envisions inclusion as a whole-school approach and collective responsibility
ABOUT
to stimulate and strengthen social inclusion in education
WHY
STESSIE integrates information from the perspectives of staff, parents and students at the same school (to form a picture of the school’s inclusive leadership, school culture, and classroom climate).
HOW IT WORKS
STESSIE is part of a process that supports schools in formulating and coordinating actions to create a more inclusive environment
WORK WITH RESULTS
Tessie stands out in the crowd
customisable
GDPR approved
Designed by experts
What other schools are saying
Zorica Djokovic
Principal of "Wood-art"
Secondary School in Serbia
Our school took part in the piloting of the instrument. The questionnaires were completed by teachers, the support staff, parents, students, and me, as the school principal. The questionnaires are extensive, yet comprehensive. They clearly highlight the complexity of inclusion and all its aspects within the school environment. The school plans to use the instrument in the next self-evaluation.
Desislava Ognyanova
Principal of 128 Secondary School "Albert Einstein" - Sofia, Bulgaria
128 Secondary School "Albert Einstein" took part in the pilot implementation of the STESSIE tool. The use of the application, supported by well-structured questionnaires, motivated both teachers and parents to work toward our common goal – the inclusion and integration of every single student.
Denis Hadzhieva
Primary Education Teacher at the 8th Secondary School “Vasil Levski” - Sofia, Bulgaria
Participation in the STESSIE project provided a valuable opportunity to critically reflect on the processes of educational inclusion and contributed significantly to the development of a more inclusive and supportive school environment. The results obtained from the questionnaires enabled the identification of both strengths and areas requiring improvement within the school’s practices. Moreover, the study facilitated enhanced communication within the school community and stimulated thoughtful reflection and dialogue on inclusion-related issues. The school leadership intends to utilise the collected data to further develop and refine inclusive strategies, as well as to inform the adaptation of school policies.
Milena Anachkova
Principal of the 8th Secondary School “Vasil Levski” - Sofia, Bulgaria
The school’s leadership recognises the STESSIE questionnaires as an effective tool for monitoring progress and evaluating the impact of the measures undertaken. A total of 371 participants took part in the survey, expressing their satisfaction, attitudes, and willingness to engage in new educational initiatives. The repeated use of the STESSIE questionnaires is planned in order to ensure continuity in data collection and to support evidence-based decision-making in the development of inclusive school policies.
Cindy Van der Snickt
Principal of the School “De Wonderboom" - Belgium
Director Cindy Van der Snickt from De Wonderboom Children’s centre shares how her school in Flanders has developed its own distinctive approach. The centre supports children from birth to age 12 and has been actively strengthening its inclusive practices for several years. To reflect on their progress, the team used the STESSIE tool, which they hope will remain a valuable resource as they continue building an inclusive environment.
