PIQ Projects
The PIQ is used in various research projects. Among others, in the following:
SO-WELL-AWARE
Raising awareness for school well-being
The project aims to enhance teachers‘ ability to assess and promote students‘ emotional well-being, social inclusion, and academic self-concept through the development of an online assessment tool, training materials, and open educational resources.
FRIEND-SHIP
Improving students’ social participation in primary and secondary schools across Europe
The FRIEND-SHIP intervention program aims to promote social participation and inclusive education by addressing friendship and social integration issues among students, especially those with special educational needs or other challenges, through a 6-week program involving educators and students.
INSIDE
Inclusion in and after lower secondary tier in Germany
INSIDE provides comprehensive and reliable data on the current state of school inclusion in lower secondary education and the transition of students with special educational needs, using surveys from various groups involved, to support political objectives and scientific research.
ZEPPELIN
ZEPPELIN longitudinal study – support from birth (follow-up 5-9 & follow-up 9-13)
The ZEPPELIN project aims to investigate the long-term effectiveness of the „PAT – Learning with Parents“ early intervention program, implemented in Zurich (Switzerland), in improving educational opportunities for children from psychosocially disadvantaged families.
LEVUMI
Online platform for learning progress monitoring
LEVUMI supports regular and special education teachers in diagnosing and promoting student development on both an individual and class-wide basis, using regular, short assessments to track learning progress and identify potential issues early.
IFCH-Sek I
Integrative Förderung auf der Sekundarstufe I
The project aims to investigate the inclusive education of students with special educational needs in lower secondary schools in Switzerland, focusing on the relationship between the implementation of special education support and students‘ emotional and social integration, as well as their academic self-concept.