The relationships in every classroom, told by its students.

RADARS is a platform for schools. In a survey, each student shares how things are going with their classmates; the school sees a map of each classroom and knows where to look, so it can be there in time.

See how it works ↓ or try it right away
A classroom seen from above, with its desks and students. As the story goes on, the relationships between them appear, and a student by the window whom no one names. recess the school bus the class chat Sara 7B-24to check in withNames 3 as friendsNone of them names her
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7B, on an ordinary Tuesday.

From the front of the room, everything looks in order: twenty-four students, each one at their desk.

But what matters most rarely happens at the desk.

It happens at recess, on the school bus, in the class chat. In who waits for whom after school, and in who is left without a group when the teacher says “pair up.”

RADARS asks them.

During class, on a phone, each student taps the classmates who are part of their days —for better or worse— and says how things are going with each one. There are no right answers, and no one sees what anyone else said.

Put everyone’s answers together, and what was hidden appears.

Friendships that go both ways, groups that reach across the aisle, a difficult relationship between two desks up front.

And there is Sara.

She sits by the window. She names three classmates as friends; none of the three names her.

The school counselor sees it that same week.

It isn’t a diagnosis or a label. It’s a reason to find Sara and talk with her, before she has to ask for help.

Months later, the class answers again.

Now Sara has a friend who names her too. Then another. And the school can see that what it did is working.

That is RADARS: the relationships in every classroom, told by its students, so that no one is left out without someone noticing.

What the school sees

A map of each classroom: who to check in with, and why. Friendships that go both ways show first; difficult ties appear only when someone looks for them.

radars.es/en/plataforma · an example classroom
A classroom in the platform: the map of relationships on the left; on the right, the classroom’s signals and how the students group together
Leadershiphead of school and coordinators

Sees the whole school, classroom by classroom, and which ones need attention. No individual student files.

Counselingthe school counselor or psychologist

Sees everything, including each student’s file, to offer support with context.

Homeroom teacherthe teacher in charge of the class

Sees their classroom: the map and the groups, to form teams and know who to talk to.

What RADARS doesn’t do

This tool is about children. That is why there are things we decided it will never do.

It doesn’t store names.

Each student answers with a code. The list that matches codes to names stays at the school.

It doesn’t label anyone.

It describes what is happening —how many classmates name a student, whether their friendships go both ways— and leaves the reading to people.

It doesn’t look for someone to blame.

It never asks who bullies, and never infers it. It shows who could use support.

It doesn’t rank anyone from most to least liked.

Nor does it show who spoke badly of whom.

It doesn’t give the student a result.

They answer, and that’s it. No “you have four friends”: what they share is used to look after them, not to compare.

It doesn’t replace people.

It points to where to look. What to do is decided by the counselor, the teachers and the school’s own protocols.

Many who go through it don’t say so. Their classmates see it.

In a study of 3,827 students at 19 schools, each one was asked whether they were being bullied, and which classmates they thought were. The gap is huge.

In Colombia, Law 1620 requires every school to have a pathway for handling school coexistence (ruta de convivencia escolar). RADARS doesn’t replace it: it gives it information to act sooner.

12.8%were named by their classmates
2.9%said so about themselves

Some signals will turn out to be nothing. A timely conversation is never wasted.

Brañas-Garza, Cabrales, Kovářík and Vasco (2025), Friends, enemies, and the risk of bullying in schools, working paper, SSRN 4912811. Students aged 11 to 17 in Spain.

Try it from each side

The survey, as a student answers it best on a phone · in Spanish for now The platform, as the school sees it best on a computer · switch roles at the top right

This is a demo, with example students and classrooms. If you answer the survey on this same device, you will then appear in the platform as “YOU”.