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Mandy CHAN, Lily LEI, Monaliza Maximo CHIAN, Andrew Pau HOANG
Positive education (PE) stems from intellectual currents in positive psychology that are concerned with human flourishing and the optimisation of human functioning. PE can be broadly defined as the application of ideas, concepts and principles in positive psychology to educational settings (Seligman et al., 2009; Norrish et al., 2013). Promoting PE encompasses teaching students how to cultivate happiness and well-being alongside academic achievements (Seligman et al., 2009). The essential elements of PE emphasise positive emotions, positive relationships, resilience, well-being and strength-based approaches that foreground students’ strengths and capabilities, rather than their deficits. There has been accumulating research evidence that PE can benefit schooling processes and outcomes for educational communities in local and global contexts (Waters, 2011).
Fostering PE through a school-wide positive education framework aims for targeted, positive changes across multiple domains of schooling. These include leadership and management structures, organisational cultures, policy-making, curriculum design, guidance and pastoral care, teacher-student interactions, teaching and learning processes, and after-school activities (Waters, 2011). Seligman’s PERMA (Positive Emotion, Engagement, Relationships, Meaning and Accomplishments) model — and the later extended PERMA-H (Health) model — have been successfully implemented by numerous schools worldwide in the past decade. These models identify several elements that schools can proactively nurture and develop to increase well-being and decrease psychosocial distress. Such emphases on positive changes are aimed at building facilitative environments that enable all school community members to thrive. Nevertheless, the effectiveness of PE in schools requires informed leadership and implementation that is thoughtfully adapted to specific school contexts.
Below are some relevant and timely school examples, internet resources and scholarly contributions that raise issues, considerations, and challenges about Positive Education as we strive to promote students’ well-being and academic success.
References
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
Waters, L. E. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90.
Highly-Cited Academic Articles (Based on analysed results from Web of Science)
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
Waters, L. E. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90.
Articles Published in/about the Region
School Examples
Baptist (Sha Tin Wai) Lui Ming Choi Primary School. (n.d.). Positive education. (Chinese only)
Chinese International School. (n.d.). Well-being.
Kau Yan School. (n.d.). Positive education.
Wong, C. (2021, July 2). The journey of positive education at HKUGA Primary School.
HKU Hub
Internet Resources
Websites
International Positive Education Network.
YouTube Videos
Edutopia. (2019, January 15). Creating a positive learning environment.
Extended Readings
White, M. A., & Waters, L. E. (2015). A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76.
Disclaimer:
References in this site to any specific resources and tools are for the information and convenience of the public only. They do not constitute ownership or endorsement by ALiTE of any of the opinions offered by any corporation or organisation or individual.