Аңдатпа
This article examines pedagogical decision-making based on the assessment of students’ personal development and psychological well-being in upper-secondary school education. The study was designed as a theoretical and methodological analysis supported by pilot empirical data from four public schools in Semey, Kazakhstan. The empirical base included 111 students from Grades 10 and 11. The study aimed to develop a structured framework that links diagnostic information on students’ psychological, social, and personal development with targeted pedagogical responses. The proposed model connects diagnostic and monitoring data with pedagogical actions through five stages: data collection, data analysis, interpretation of risk areas, selection of pedagogical decisions, and repeated monitoring. The model incorporates indicators of psychological safety, psychological well-being, learning motivation, self-esteem, social adaptation, learning engagement, stress level, and relationships with teachers and peers. A decision-making matrix demonstrates how assessment results can be translated into individual and group support measures. The framework also emphasizes the integration of multiple indicators rather than the isolated interpretation of individual assessment results, thereby supporting more balanced pedagogical judgments. Repeated monitoring further enables educators to evaluate changes in students’ condition and adjust support strategies when necessary. The proposed framework shifts assessment from a descriptive function toward systematic, evidence-informed support and facilitates earlier identification of students requiring additional assistance. Its practical significance lies in its applicability for teachers, class teachers, school psychologists, and school administrators in planning differentiated support and strengthening the psychological safety of the school environment.