How to read the data
Public guide to interpret the observed base, map states and indicator limits without overstating what the platform can show.
This guide helps readers distinguish between dataset coverage, actual psychology provision and the limits of the observed base. The public value of the platform depends not only on what is collected, but also on how it is interpreted.
1. What the map shows, strictly speaking
The map shows the public information currently visible for each AE/ENA. When public data exists, the platform displays the aggregated school-level profile and, for some fields, official measures integrated from public sources.
The unit of analysis is the AE/ENA. The aim is not to describe individuals one by one, but to make the institutional configuration of school psychology provision visible in each school context.
2. What cannot be concluded from missing data
The absence of public data for an AE/ENA does not, by itself, mean that no psychology service exists, that no professionals work there, or that legal standards are being breached. It only means that the platform currently has no public data visible for that entity.
For that reason, the platform must be read as an observed base rather than as a complete, real-time census of the whole public network.
3. Three states that should not be confused
There is a substantive difference between having public data with a reported service, having public data with a reported absence of service, and having no public data. These are not equivalent states.
- Public data with service reported: information was submitted and the regular psychology provision was marked as existing.
- Public data with no service reported: information was submitted, but regular school psychology provision was marked as not existing at that moment.
- No public data: the platform does not yet display public information for that AE/ENA.
4. How to interpret ratios
The ratios shown in the statistics are calculated only from the observed base. They are useful to describe the set of entities that already have visible data, but they should not automatically be extrapolated to the whole country without stating the current coverage.
It is also important to distinguish the student-per-psychologist ratio from the student-per-full-time-equivalent ratio. The latter better reflects actual service intensity when full-time and part-time professionals coexist.
5. Why some measures may already be filled in
The platform combines authenticated submission with some official measures already integrated, such as TEIP, reference-school networks, UAARE and, when applicable, the number of school sites. These fields do not always come from manual reporting.
When a field comes from an integrated official source, the purpose is to reduce redundancy, improve consistency and spare professionals from manually repeating information that is already public elsewhere.
6. Timeliness and revision
Even when an AE/ENA has public data, it should be read as a snapshot of a reported moment. Changes in the team, student numbers, workload arrangements or institutional framework may require later updates.
That is why version history and correction by professionals with validated access are core parts of the platform design.
7. What the platform already allows and what it still does not allow
The site already allows public reading of observed coverage, reported service configurations and some aggregated indicators. It does not yet allow full national coverage claims, causal policy evaluation or district comparisons as if coverage were homogeneous.
The public value of the platform grows as coverage expands, data consistency improves and comparable historical series accumulate over time.
Responsible use
Whenever these data are used in presentations, institutional documents, research, media or professional advocacy, state the observed coverage, the consultation date and the limits of the available base at that moment.