creating flourishing students,
staff & schools
Globally there is growing interest in positive education. Much of this interest has stemmed from the work of Professor Martin Seligman from the University of Pennsylvania who developed a whole school positive education program for Geelong Grammar School in Victoria, Australia.
Positive education can be defined as "applied positive psychology in education". Positive psychology itself has been defined as an umbrella term encompassing theory and research in relation to what makes life worth living (Noble & McGrath, 2008).
Whilst the study of happiness falls under this umbrella, so do other psychological constructs such as meaning, wisdom, courage, future-mindedness, optimism, and creativity.
Positive psychology is extremely relevant to the school setting to support the understanding and development of high levels of psychological wellbeing in students, staff and school.
Why Positive Education?
Historically schools may have aimed for academic excellence as sole evidence for their success, there are growing numbers of schools who are now acknowledging the need to develop students in a more holistic way, with a stronger focus on wellbeing.
Much of this is in recognition of the increasing statistics on psychological distress and mental illness in our children and adolescents, and the realisation of the need to take a more proactive rather than reactive approach to mental health.
Alongside homes, schools are one of the most important developmental contexts in young peoples’ lives, and can be a key source of the skills and competencies that support their capacity for successful adaptation.
Furthermore, schools provide accessible and relatively stable sites within which positive psychology interventions can be implemented to promote wellbeing.