As teachers, we created WOOF because we experienced how difficult it is to truly understand and respond to what is happening in a classroom beyond what is immediately visible. Students often disengage or struggle silently, while teachers are highly motivated to help but lack the time, structure, and tools to respond consistently and effectively.
At the same time, we saw a broader shift in schools and society. In a context increasingly shaped by individualisation, social media, and the lasting effects of COVID-19, many students experience weaker everyday social connections and a reduced sense of belonging in school.
We believe that school engagement is not only an individual outcome, but something that is fundamentally built through relationships, both with classmates, teachers, and the classroom community as a whole. When students feel connected to one another and experience the classroom as a place of support, trust, and shared growth, both wellbeing and learning are strengthened.
As teachers, we needed better ways to see what is happening early, act before challenges escalate, and actively involve students in shaping a positive learning environment.
We created WOOF to address these gaps by making student voice continuous, visible, and actionable, so it can systematically guide reflection, strengthen relationships, and support collective action within the classroom community.
WOOF is a continuous classroom system built around short, anonymous student check-ins that students complete at regular intervals to share how they are feeling and why, through six simple but meaningful questions.
The responses are instantly aggregated into clear, visual insights and displayed in the classroom. Rather than remaining a background report, the data becomes a shared starting point for dialogue. In class, teachers and students review the patterns together, reflect on what they might indicate, and build a common understanding of how the classroom is functioning socially and academically.
Based on these insights, WOOF's AI-driven recommendation model suggests tailored, ready-to-use activities and courses that match the specific needs emerging in each class. Teachers can select and adapt these with their students, ensuring that actions are directly aligned with students’ lived experiences rather than generic interventions. This positions students as active participants not only in identifying what is happening, but also in shaping how to respond.
This creates a continuous cycle of reflection, action, and adaptation, where students help shape both the direction and evaluation, building engagement, student agency and self-efficacy
WOOF is used across K–12 settings (ages 6–18) in multiple countries. Analysis from more than 4,500 classrooms shows a statistically significant positive development in student self-reported wellbeing over time when using WOOF.
WOOF began as an idea in 2018, developed into an MVP in 2019, and was refined through close collaboration with teachers and students in real classrooms. Building on positive early results, we developed our Software-as-a-Service platform and launched WOOF as a scalable solution in 2021.
Since then, WOOF has grown into an international solution for student wellbeing and engagement. Today, it is used across Denmark, Norway, Sweden, and the United States, with teachers in more than 35 US states actively using the platform. Early school partnerships in the US show strong retention, with schools continuing and expanding their use of WOOF.
Growth has been driven by teacher-to-teacher adoption, school partnerships, and collaborations with key actors in the education ecosystem.
We are scaling further through strategic partnerships, including an agreement with Sweden’s largest digital learning platform and a similar partnership in Germany.
A core part of our approach staying curious - both regarding our approach, platform, users and impact. We collaborate with Københavns Professionshøjskole (KP), a leading teacher education institution in Denmark, as well as research partners including the University of Chicago, IT University of Copenhagen (ITU), and DTU. These collaborations allow us to rigorously gain feedback, refine our product, evaluate impact and strengthen the evidence base around student voice and classroom practice.
WOOF has continuously evolved in response to needs and challenges identified in real classrooms. Through close collaboration with teachers, students, schools, and research partners, we have adapted both the platform and our implementation approach to support meaningful and sustainable use in practice.
Teachers are busy, so we have worked systematically to make WOOF simple, transparent, and intuitive to use. We have partnered with Implement Consulting Group to better understand how schools adopt and integrate new practices, not just in the classroom, but in the school culture and practice. This has helped us develop both hands-on and scalable “hands-off” implementation approaches that drives value for both students, teachers and school management.
Insights are great, but it is action that drives change! Supported by Innovation Fund Denmark, we have implemented a machine learning–driven recommendation model based on data from more than 4,500 classrooms, enabling more precise matching between classroom needs and relevant activities, making data drive even more action!
To increase accessibility, we have introduced a station-based version of WOOF and are exploring solutions for schools with limited internet access.
These developments reflect a continuous process of learning and adaptation, strengthening WOOF’s impact.
If you are a teacher, you can get started by creating a free account in minutes at planetwoof.io. This includes a 30-day free trial with full access to all features.
If you are a school or school leader, you are welcome to contact us at woof@planetwoof.io to set up a conversation or explore how your teachers can test WOOF in practice.
If you are interested in partnering with us to bring WOOF to new contexts or countries, we would also be happy to connect.
