positive education

Positive Psychology in Education: Your Ultimate Guide

Positive Psychology in Schools & Education

The experiences that our children and youth have in school dictate the pathway they take to facilitate future growth.

Positive school experiences have been connected to positive long-term outcomes, such as being less likely to engage in risk-taking behaviors (e.g., alcohol and drugs) and a strong sense of preparedness for their personal aspirations (Furlong, Gilman, & Huebner, 2014).

Positive psychology is a branch of psychology that focuses on the development of individual strengths instead of weaknesses. Instead of placing a focus on the components of mental illness, positive psychology focuses on how the positive events in a person’s life form their identity (Peterson, 2008).

This is further translated into positive education, where the focus is on providing a school environment that encompasses everyone’s strengths and positive qualities.

Our guide will give you an understanding of positive education and the theoretical concepts that make up this movement, as well as resources to help you create a more positive environment for education.

Whether you are an educator or a parent looking to integrate positive psychology into your children’s upbringing, this guide is a great place to further develop your understanding of positive education.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients or students.

This Article Contains:

Positive psychology in education: an overview, 3 proven benefits according to research, how to apply positive psychology in schools, positive education practices: strengths, resilience, & more, applying the growth mindset in education, 4 positive teaching strategies for a happy classroom, 4 best classroom activities, interventions, and ideas, 3 worksheets for a positive education program, 9 must-read positive education books, education resources from positivepsychology.com, a take-home message.

In positive education , the aim is to develop scientifically validated positive psychology programs in school settings that promote student and staff wellbeing.

Ensuring the wellbeing of students is a top priority in positive education, as wellbeing is believed to be pivotal in improving academic outcomes, school retention, and student engagement (Furlong et al., 2014).

Positive education interventions aim to facilitate skills that help students achieve a high level of life satisfaction and overall wellbeing, centering on character development and proactive programs to boost mental health (White, 2016).

This focus revolves around subjective wellbeing, which is the scientific term that researchers use to measure how well an individual perceives their life to be going. Mainly done through self-report scales, subjective wellbeing is measured as an individual’s general level of satisfaction about different aspects of their life (Diener, 2021).

Increases in student wellbeing have been shown to increase the quality and quantity of student learning, as a more positive mood boosts attention and motivation in students (Seligman, 2011).

Since school is one of the primary places where children and youth engage in identity and social development, it is the ideal setting to promote positive psychology interventions that increase student wellbeing.

Positive education and Seligman’s PERMA model

Positive psychology is largely centered around individuals continuously seeking what makes them happy, regardless of their age, orientation, or life status. Seligman’s (2011) PERMA model provides insight into the factors that form the foundation for a successful life and gives an individual further insight into their personal strengths.

According to Seligman (2011), it is the combination of positive emotions, engagement, relationships, meaning, and accomplishment (PERMA) that forms the foundation for individuals to live their most fulfilling life.

Since PERMA is strongly rooted in promoting happiness, each of the five tenets represents a core element of happiness and wellbeing (Seligman, 2011):

Positive emotion Involves not only feeling good but also an acknowledgement that the past may not have been ideal, promoting a positive outlook surrounding future prospects.
Engagement A passion or activity that an individual can become engaged or absorbed in that gives them personal fulfillment.
Relationships Intimate connections with other people (e.g., family, friends) who provide the individual with emotional support.
Meaning An individual’s reason for continuing to persevere, often related to their work, passions, or personal connections, despite battling hardships.
Accomplishments The ability to achieve a goal and take pride in what they have done.

Applying this model in school settings has become popular because of its focus on promoting the development of positive self-concept and increased wellbeing among students and staff.

One example of the PERMA model being applied in an educational setting is in Hong Kong, where a positive education model has been used in senior and primary schools (Kwok, 2021).

The program is guided by a six-level implementation process and strengths-based approach, where students are encouraged to examine and develop their character strengths.

The implementation process is broken down as follows (Kwok, 2021):

Learn it Refers to learning opportunities that are provided to the school community (e.g., teachers, parents, students) to understand the science of wellbeing.
Live it Emphasizes the importance of participants enacting evidence-based wellness practices in school.
Reflect it Providing everyone with opportunities to reflect on their experiences.
Conceptualize it The ability to have a deeper understanding of the concepts and principles of positive education.
Apply it Designing and conducting positive education programs in schools.
Embed it Advocates building school-wide policies and a positive culture within the school community.

The implementation process acts as a guideline for future positive psychology interventions at the school level. Since putting this process in place, there has been an increase in the wellbeing and decrease in the mental health problems of students (Kwok, 2021).

In Great Britain, the PERMA model has been applied alongside a wellness program to help post-secondary students. The program consisted of eight online sessions with a counselor . Each of the sessions focused on increasing students’ understanding of wellness through coaching and providing general interventions and tactics to increase wellbeing (Morgan & Simmons, 2021).

Having the PERMA model as an online intervention makes it more accessible, especially to students afraid of being judged.

Having the online module allows individuals to be more anonymous when seeking help, which could motivate those who are more hesitant to seek out interventions.

The major benefits are centered around providing individuals with the skills to maintain long-term happiness, which are concurrent with a decrease in mental health difficulties and increased wellbeing and life satisfaction (Seligman, Steen, Park, & Peterson, 2005; Shoshani & Steinmetz, 2014; Pavot & Diener, 2008).

A decrease in depression and anxiety-related symptoms

To help facilitate happiness and wellbeing, Seligman et al. (2005) came up with several techniques to aid the integration of positive psychology. Although the research was initially done with adults, these techniques can be applied in classroom settings to help integrate positive psychology into students’ daily lives.

The first activity involved having individuals list three good things that happened during the day. They were then asked to provide an explanation detailing these events and give reasons why they were so beneficial.

The second activity surrounded using signature strengths differently. Each participant was given an online inventory of character strengths and then asked to identify their top five character strengths.

After identifying their strengths, participants received individualized feedback and were asked to strategize workable ways to use these strengths in daily life. These strategies were found to decrease depression and anxiety-related symptoms among participants (Seligman et al., 2005).

Increased wellbeing

General increases in wellbeing are not only synonymous with a decrease in depression and anxiety, but have also been found to be related to the implementation of positive psychology.

An individual who has a high level of wellbeing is more likely to experience positive emotions more frequently (Shoshani & Steinmetz, 2014).

Positive psychology emphasizes a focus on individual happiness. It also changes the general perspective surrounding mental health and wellbeing, as an individual’s mental health is not just assessed based on whether or not they have a mental health diagnosis.

Personal recovery is centered on moving toward better mental health. Individuals in personal recovery are working away from floundering and toward flourishing by developing valued societal roles (Slade, 2010).

Positive psychology encourages individuals to work toward a flourishing mentality, whether or not they have diagnosed mental health issues. At the subjective level, positive psychology focuses on wellbeing to contribute to happiness in the present and an attitude of hopefulness and optimism about future experiences.

Greater life satisfaction

Positive psychology practices promote the development of positive attitudes (specifically happiness), and individuals who embody positivity may be more likely to have higher levels of life satisfaction.

Life satisfaction is an assessment of an individual’s general sense of satisfaction with their life. It can be broken up into different domains, such as our job, personal relationships, and housing satisfaction.

Generally, domain satisfaction and overall life satisfaction are significantly correlated (Pavot & Diener, 2008).

Positive psychology aims to make individuals more focused on positivity and happiness. Further, positive psychology practices aim to improve overall life and domain satisfaction by targeting individuals’ thoughts, actions, and behaviors to make individuals more productive, happier, and fulfilled in every domain of their life.

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The rapid growth of the positive psychology movement has resulted in the application of this model for students of all ages.

Central to integrating positive psychology in learning contexts is facilitating hope. Correlational findings indicate that a child’s higher hopeful thinking is positively associated with perceived competence and self-worth (Marques, Gallagher, & Lopez, 2017). Hope is integrated throughout positive psychology practices that emphasize setting and achieving goals.

Hope can be one of the most easily integrated concepts in schools, as it is centered around goal setting. Students who have low levels of hope experience higher levels of anxiety, especially in assessment situations, whereas students with higher levels of hope have greater reported scholastic and social competence (Marques et al., 2017).

Applying positive psychology in school settings involves helping students set, prioritize, and place clear markers on what they want to achieve. Once students achieve the goals they have set, they may feel more accomplished and experience positive emotions, such as satisfaction.

The expression of positive emotions allows for them to be more focused on what will help them be happier in their educational and everyday lives, which is the foundation of positive psychology.

Strengths-based interventions are commonly used when introducing students to positive education.

The Values-in-Action classification provides individuals with 24 strengths and six universal virtues (Peterson & Seligman, 2004). When using strengths-based interventions, participants are advised to select between three and four signature character strengths that characterize them best.

After selecting their signature strengths, individuals are encouraged to use their character strengths in new ways. The How to Use Your Signature Strengths worksheet will give individuals ideas for how to further develop their signature strengths and use them in an impactful manner.

Despite our best efforts, we often face events that challenge our strengths and falter our positive outlook. In positive psychology, resilience means using your strengths to cope and flourish, despite challenging experiences (Diener, 2021).

When dealing with adversity, there are specific mindsets surrounding resilience:

Permanence The idea that this difficult time will never end.
Pervasiveness That the difficult time will affect all areas of our life.
Personalization That the event has affected us the most out of everyone.

Teaching resilience is an important part of positive education, as resilient students bounce back from difficult situations and approach new experiences with confidence.

Resilience also allows students to adjust to different situations with ease and overcome difficulties they might encounter in school settings.

Having an open mindset and being prepared to learn and grow are key in education. If a student goes into an educational environment with an attitude that they can improve their abilities through hard work and practice, then they may be more open to new experiences and less afraid of failure.

Dweck (2007) explores the impact of our beliefs on our mindset, stating that individuals can adopt a growth or fixed mindset . These mindsets are largely based on our experiences from an early age, as responses and opportunities we have for learning can impact how we approach new skills throughout our entire lives.

While individuals with a fixed mindset believe that their intellectual and personal abilities are set, a growth mindset is based on the belief that you can cultivate your intellectual ability through perseverance (Dweck, 2007).

Encouraging a growth mindset means nurturing an individual’s ability to grow and helping them realize they can continue to achieve beyond their initial potential through hard work and perseverance.

Before schools begin developing students’ strengths, they may nurture a growth mindset in students to ensure that students have a healthy attitude toward learning. Growth is nurtured through recognizing that learning is an opportunity, not a required process that students need to experience.

In education, a teacher’s approach to praising students plays a substantial role in developing students’ mindsets. Consider how a teacher approaches students when praising the completion of a task. When teachers focused their praise on a student’s intelligence (e.g., “You’re so smart”), students were more drawn to simpler tasks (Dweck, 2007).

However, when teachers praised students for the effort they put into the task (e.g., “You worked so hard”), it motivated students to move onto more arduous tasks (Dweck, 2007).

Therefore, it is important for educators to focus on praising students for the effort they put into tasks, rather than implying that intelligence is a fixed quality. This approach will allow students to believe that they can consistently improve with effort and be more inclined to engage in challenge-seeking behavior.

If we apply this mantra to positive teaching strategies, it highlights that teachers are often learning how to incorporate positive psychology alongside their students.

It is important that teachers have specific strategies that are centered around positive psychology principles. Having a strategy to integrate positive psychology in your classroom is imperative in facilitating this mindset in your students and ensuring that it reflects across all of your daily activities.

A few teaching strategies to help build a classroom rooted in positive psychology practices are included below (Gilpin, 2008).

Planning lessons around student strengths

Some children may be more motivated and interested when a concept appeals to something they are comfortable with or involves an activity where they are confident in their abilities through previous experience.

One of the most important activities a teacher can engage in is to get to know their students’ strengths and incorporate them into their daily lesson planning. Getting students more comfortable and confident with their abilities can help increase their motivation to learn (Gilpin, 2008).

One theory that has been proposed is to combine Gardner’s (1993) multiple intelligences approach with Seligman’s (2011) strengths approach. Teachers can use a Strengths and Intelligences Observational Chart to observe students and note areas where they display a particular strength or an affinity for a virtue or character strength.

By engaging in this observation, teachers can document where they see their students’ strengths and intelligences in daily activities and plan activities that will engage and excite each individual student.

Practicing gratitude

Gratitude can help improve an individual’s overall wellbeing (Emmons & McCullough, 2003). A central component of practicing positive psychology is reframing difficult experiences from your past and making them a workable or teachable moment that makes the present situation more positive and carries over to your future.

Teachers can encourage students to do this by having a daily gratitude practice in their classroom. At the end of each school day, teachers can have their students list three things they were grateful for that day and state three things they can improve upon.

For younger students, this can be simplified by having a gratitude circle, where each student shares the best part of their day and the most challenging part of their day. This allows students to incorporate gratitude automatically as a part of their mindset, increasing the likelihood that they will continue this practice into adulthood.

Teaching forgiveness

Engaging in meaningful forgiveness is linked to higher wellbeing, as individuals are less inclined to hold on to negative emotions, such as resentment or anger (Snyder & Lopez, 2005).

Teaching forgiveness may be easy to overlook in education. Forgiveness is not reconciliation or forgetting the challenging event. In positive psychology, forgiveness is viewed as an opportunity to release negative emotions surrounding the event and the person who caused it.

There are several steps involved in teaching students to forgive, including:

Objectively identifying and recalling what happened
Empathizing with the person who caused it
Reflecting on a time when they were forgiven and embracing that feeling
Making a commitment to forgiveness by writing it down or saying it out loud
Holding on to that commitment by reminding themselves they have already forgiven when memories of the event resurface (Gilpin, 2008)

Teachers can use each of these steps as a teachable moment, guiding students through the steps when forgiving another person and identifying moments where students might need to practice it in their daily lives.

Leading by example

In positive education, teachers need to lead by example. If teachers consistently model a positive psychology mindset and take care of their wellbeing, then students may be more likely to engage in these practices as well (Gilpin, 2008).

In addition, school leaders should consider the importance of instituting programs to enhance the wellbeing of their educators.

The best activities to help engage your students in positive education are simple, consistent, and fun.

Since a large part of positive psychology is being able to understand and be aware of individual strengths, it is important that students are given opportunities to recognize their own and others’ positive qualities.

Providing a classroom culture that is focused on positivity and reflection is key to positive education.

Here are some ideas and activities for incorporating positive education in your classroom.

Welcome message

Have a welcome message on your door or written in a central place in your classroom to help everyone who enters your class feel that they belong.

You can even take this a bit further and have the welcome message reflect a piece of positive philosophy, such as ‘take a deep breath, do your best, and show what you know.’

Morning meetings

Having a short morning meeting or a time where you touch base with your students is important in promoting positive psychology practices.

Morning meetings can be used as a time to ground students in the activities for the day and encourage them to reflect on how they can use their strengths to achieve their goals.

Emphasize ongoing reflection

Reflection gives students the opportunity to check in with themselves. It also can act as an excellent tool for practicing empathy, as students can use this time to put themselves in another person’s shoes.

Our article Learning Through Reflection provides several options for reflective questions to help inspire students.

Practice daily mindfulness

Mindfulness is an excellent practice that helps teach students how to pay attention to their surroundings and ground themselves in the present moment.

Positive education emphasizes immersing yourself in the present and letting go of past negativity.

To help educators form the foundation for their positive education program, we have provided several worksheets to help supplement lessons on positive psychology practices (adapted from Selva, 2018).

1. Daily Mood Tracker

This daily mood chart helps students track their mood throughout the day.

This simple self-report chart will help students better understand their mood throughout the day and week. Teachers can also use it as a group mood chart to track the class’s engagement levels.

2. Pleasant Activity Scheduling Worksheet

This worksheet helps students focus on activities that give them joy to increase positive emotions throughout the day.

Teachers can encourage students to use this to track activities and events that bring them joy in the classroom.

Follow the link for more activity scheduling worksheets .

3. Understanding Empathy

This lesson plan explores the principles of empathy and what it looks like in specific situations.

As part of the lesson, students will watch a short video describing empathy and its importance for relating to others.

They will then pair up and complete the accompanying worksheet, which involves considering the possible outcomes and emotional consequences of demonstrating or not demonstrating empathy in a series of scenarios. Students will then role-play these different scenarios with their peers.

Positive education is an important topic for several different audiences looking to understand how positive psychology can help promote increased wellbeing in children.

We have selected the best positive education books for educators and parents/guardians (adapted from Lino, 2017).

Books for teachers

1. teaching that changes lives: 12 mindset tools for igniting the love of learning – marilee adams.

This book serves as a practical guide for teachers to ignite a “learner mindset” among their students, enabling them to make an authentic difference in their lives.

Following the story of Emma, a sixth-grade teacher on the verge of resigning, this innovative and practical guide applies the principles of positive psychology to help teachers transform their classrooms and inspire their students’ love for learning.

Find the book on Amazon .

2. Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom – Jane Nelsen and Lynn Lott

This book draws on time-tested research in the field of positive discipline to improve children’s academic outcomes and strengthen trust between students and their educators.

Among the topics explored are respectful communication, solution-oriented approaches to bullying, and strategies to encourage students’ efforts.

The latest edition of this book also has advice to help teachers navigate the new digital distractions that fight for students’ attention in the classroom.

Find the book on Amazon and, if you’re interested, check out the other titles in the Positive Discipline series.

3. Breaking Free from Myths About Teaching and Learning: Innovation as an Engine for Student Success – Allison Zmuda

This book aims to dispel the myths about teachers and education that hold students back from reaching their full potential.

Zmuda provides strategies for educators to dispel preconceived notions.

The strategies are rooted in positive education, and the book provides practical guidance for teachers surrounding student engagement, motivation, and creating authentic assessments.

Zmuda challenges educators and administrators to think critically about dispelling myths around learning, highlighting the importance of a positive attitude in teaching practice.

4. Why We Teach: Learning, Laughter, Love, and the Power to Transform Lives – Linda Alston

A seasoned teacher herself, Alston describes the ways she creates joy in her classroom.

Instead of solely focusing on the challenges that teachers face, Alston describes how positivity and care for students can impact individual growth and facilitate long-term success.

Alston gives real-life examples from her own teaching experience in early education and ends each chapter with an affirmation to inspire further reflection from readers on their own practices.

It is an inspirational read for teachers who are looking to examine the impact that positive education practices could have on their students.

5. Better Than OK: Helping Young People to Flourish at School and Beyond – Helen Street and Neil Porter

This book provides workable strategies from positive psychology experts to help children flourish. It has a collection of essays that cover topics from encouraging lifelong learning in children to developing a positive mindset surrounding challenges in school and at home.

The goal of this book is to help teachers provide motivation for children to thrive in the classroom, not just do the bare minimum to get by.

It is an excellent read for seasoned and new teachers looking to gain perspective and ideas to practice positive education strategies in their classrooms.

6. Positive Education: The Geelong Grammar School Journey – Jacolyn Norrish

This book follows the inspiring story of an Australian school that radically applied the science of positive psychology to prioritize the welfare and health of its students in the cultivation of a ground-breaking positive education program.

With a foreword from the father of positive psychology, Dr. Martin Seligman , the story of Geelong Grammar School represents a hallmark example of positive psychology’s power to better the wellbeing of students, teachers, and the broader community.

Books for parents and guardians

1. playful learning: develop your child’s sense of joy and wonder – mariah bruehl.

This book will give parents and guardians ideas to design thoughtfully planned learning experiences that tap into children’s natural inclination to play and discover.

All the activities explored throughout the book are hands on, fun, and easy to implement, drawing on positive psychology principles to support the development of a range of cognitive and creative skills for children aged 4–8.

2. Building Resilience in Children and Teens: Giving Kids Roots and Wings – Kenneth Ginsburg and Martha Jablow

This book offers important insights for parents and guardians to support children in developing resilience.

It is particularly suited to adults who wish to help children who have experienced adverse life events or trauma.

With a range of useful topics including coping, managing stress, and strengths-based relationships, this book offers powerful advice for educators wishing to understand the factors that can support or stifle a child’s development of resilience.

3. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character – Paul Tough

This book draws on research and inspiring stories to answer the most fundamental questions about child development and education.

Besides helping teachers understand why some children succeed while others lose their way, it provides a range of tools to help teachers steer disenfranchised children back on the path to success.

PositivePsychology.com has several resources that are relevant to positive education. We have provided a selection of them below:

Positive affirmation cards To engage in positive thinking, students may need specific phrases that they can repeat when they are experiencing negative emotions. These affirmations can provide students with positive phrases to say when they are experiencing negative thoughts about themselves. Teachers can encourage students to decorate and cut out these cards so they can reference them when needed.
Exploring Character Strengths This worksheet contains questions aimed at older students. Getting students to reflect on these questions can help them discover their inner signature strengths and use them in their daily life.
PERMA model activities This article provides practical applications leading to happiness and wellbeing using the PERMA model and explains how you can apply it in your therapeutic practice.
What is positive education? Our article explaining positive education provides several resources related to positive education, including videos, activities, and classroom resources for teachers.
56 Free Positive Psychology PDF Handouts This article provides you with free positive psychology PDF ‘s, to apply more positive psychology in schools.

If you’re looking for more science-based ways to help others enhance their wellbeing, check out this signature collection of 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

Positive education is a growing movement in today’s schooling system.

Encouraging students to celebrate and develop their strengths and increase their self-concept is key to positive education.

Emphasizing components of positive psychology, such as gratitude, forgiveness, and resilience, can help equip students with coping strategies to deal with stressful situations throughout their life.

Focusing on positive education can also help teachers and other staff members promote a more positive environment.

Ultimately, positive education emphasizes a more fulfilling educational experience for everyone, as it encourages all individuals involved to work toward their full potential by emphasizing the presence of positive emotions.

We hope this guide provides you with strategies to implement positive education in your classroom, school, or family. Remember, a good teaching strategy is to model the behavior you want to see in your students or children.

Practicing positive psychology in your own life and embodying the concepts you want to teach can allow for a more authentic presence in your classroom and perhaps encourage your students to follow your example.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

Adams, M. (2013). Teaching that changes lives: 12 Mindset tools for igniting the love of learning. Berrett-Koehler.
Alston, L. (2008). Why we teach: Learning, laughter, love, and the power to transform lives. Scholastic Teaching Resources.
Bruehl, M. (2011). Playful learning: Develop your child’s sense of joy and wonder. Roost Books.
Diener, E. (2021). Happiness: The science of subjective well-being. In R. Biswas-Diener & E. Diener (Eds.), Noba textbook series: Psychology. DEF. Retrieved August 13, 2021, from http://noba.to/qnw7g32t
Dweck, C. S. (2007). Mindset: The new psychology of success . Ballantine Books.
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84 (2), 377–389.
Furlong, M. J., Gilman, R., & Huebner, S (Eds.). (2014). Handbook of positive psychology in schools (2nd ed.). Routledge.
Gardner, H. (1993). Multiple intelligences: The theory in practice . Basic Books.
Gilpin, J. M. (2008). Teaching happiness: The role of positive psychology in the classroom (Master’s thesis, Salve Regina University, Newport, Rhode Island).
Ginsburg, K. R., & Jablow, M. M. (2020). Building resistance in children and teens (4th ed.). American Academy of Pediatrics.
Kwok, S. (2021) Implementation of positive education projects in Hong Kong. In M. L. Kern, M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education . Palgrave Macmillan.
Lino, C. (2017). 15 Best positive education books and positive discipline practices . Positive.Psychology.com Retrieved August 10, 2021, from https://positivepsychology.com/positive-education-books-practices/
Marques, S. C., Gallagher, M. W., & Lopez, S. J. (2017). Hope-and academic-related outcomes: A meta-analysis. School Mental Health , 9 (3), 250–262.
Morgan, B., & Simmons, L. (2021). A ‘PERMA’ response to the pandemic: An online positive education programme to promote well-being in university students. Frontiers in Education , 6 , 1–10.
Nelsen, J., & Lott, L. (2013). Positive discipline in the classroom: Developing mutual respect, cooperation, and responsibility in your classroom (4th ed.). Harmony.
Norrish, J. M. (2015). Positive education: The Geelong Grammar School journey. Oxford University Press.
Pavot, W., & Diener, E. (2008). The satisfaction with life scale and the emerging construct of life satisfaction. The Journal of Positive Psychology , 3 (2), 137–152.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification . American Psychological Association.
Peterson, C. (2008, May 16). What is positive psychology, and what is it not? Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/the-good-life/200805/what-is-positive-psychology-and-what-is-it-not
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist , 60 (5), 874–884.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-Being . Atria Books.
Selva, J. (2018). Positive psychology in schools and education for happy students. PositivePsychology.com. Retrieved August 7, 2021, from https://positivepsychology.com/positive-education-happy-students/
Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies , 15 (6), 1289–1311.
Slade, M. (2010). Mental illness and wellbeing: The central importance of positive psychology and recovery approaches. BMC Health Services Research , 10 (26), 1–14.
Snyder, C., & Lopez, S. J. (2005). Handbook of positive psychology . Oxford University Press.
Street, H., & Porter, N. (2014). Better than OK: Helping young people to flourish at school and beyond. Freemantle Press.
Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Mariner Books.
White, M. A. (2016). Why won’t it stick? Positive psychology and positive education. Psychology of Well-Being , 6 (2), 1–16.
Zmuda, A. (2010). Breaking free from myths about teaching and learning: Innovation as an engine for student success. ASCD.

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3 Positive Psychology Tools (PDF)

Theory, Research and Practice

Open access
Published: 21 July 2015

PROSPER: A New Framework for Positive Education

Toni Noble 1 &
Helen McGrath 2

Psychology of Well-Being volume 5 , Article number: 2 ( 2015 ) Cite this article

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Positive psychology is the study of the conditions and processes that contribute to optimal flourishing in people, groups and organisations. This paper outlines the PROSPER framework, an organising tool for the implementation of Positive Education, a relatively new direction which represents the application of Positive Psychology research to educational contexts. The word ‘PROSPER’ communicates the purpose of the framework and is also an acronym that highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience. Confirmatory data on the usefulness of the PROSPER framework, obtained through surveys conducted with researchers from the Institute of Positive Psychology and Education (ACU) and fifty-four educators from four different schools, is presented and discussed. A rationale for the inclusion of the seven components is provided and the PROSPER framework is then further supported by reference to the evidence-informed school and classroom practices that contribute to student wellbeing and achievement and help to build schools as enabling institutions.

Interest in positive psychology, and its application in education, health, communities and organisations, has grown exponentially over the last 15 years. The goal of positive psychology is to provide the conditions and processes that contribute to flourishing or optimal functioning of people, groups and institutions (Gable and Haidt 2005 ). This paper outlines the PROSPER framework as an organiser for positive psychological interventions that can help people, groups, organisations or communities to achieve this goal. The term ‘to prosper’ is defined as to thrive and succeed in a healthy way; to flourish (Oxford dictionary; Merriam - Webster Dictionary). Flourishing refers to the experience of life going well and equates with a high level of wellbeing and it epitomises mental health (Huppert and So 2013 ; Keyes 2002 ; Ryff and Singer 1998 ). It is a combination of feeling good and functioning effectively (Huppert and So 2013 ). Use of the term PROSPER reflects the intended purpose of this framework which is as an organiser for the multi-dimensional components that contribute to flourishing. The PROSPER acronym stands for Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience.

The PROSPER framework has several similarities to Seligman’s ( 2011 ) earlier PERMA model of wellbeing (Positive emotions, Engagement, Relationships, Meaning and Accomplishment), but specifically includes two additional significant components: Strengths and Resilience . Resilience is considered an important indicator of wellbeing as illustrated in Huppert and So’s ( 2013 ) model of flourishing used to measure wellbeing of citizens in twenty-three European countries with 43,000 participants. The Huppert and So model of flourishing includes the following components that are also included in the PROSPER framework: positive emotions, optimism (Positivity), positive relationships (Relationships), competence (Outcomes), meaning (Purpose), engagement (Engagement) and resilience (Resilience). The additional elements in the Huppert and So model: self-esteem, vitality and emotional stability have been subsumed in the PROSPER elements; emotional stability under Resilience and vitality under Positivity. The construct self respect is included as a character strength in PROSPER instead of self esteem given the reported concerns with the self esteem construct (Baumeister et al. 2005 ; Seligman et al. 1995 ) More explanation for these differences is provided in Noble and McGrath ( 2015 ). One additional element in PROSPER which is not in their model is the construct of Strengths. The component of Strengths is included as a distinct category in PROSPER because the deployment of one’s strengths is seen as central to wellbeing theory (Seligman 2011 ).

Feedback on the usefulness of the acronym PROSPER and the validity of the seven theoretical and evidence-informed components that are the core of the PROSPER framework was sought from fourteen researchers and professors at the Institute of Positive Psychology and Education (IPPE) at the Australian Catholic University. All IPPE members supported the inclusion of all seven components as well as providing constructive feedback on the omission of some of the details for each component (such as suggesting the inclusion of mindfulness in the Positivity component). Each component of PROSPER meets Seligman’s three criteria for an element of wellbeing i.e. (1) each element contributes to wellbeing, (2) each element can be defined and measured independently of the other elements and (3) many people pursue the element for it’s own sake (Seligman 2011 , p. 16). An assessment tool for measuring the PROSPER components for student wellbeing is under development.

Feedback on the usefulness of the PROSPER framework was also sought from a convenience sample of educators. All of the teachers and principals who attended a one-day workshop on student wellbeing were asked for their feedback on the usefulness and relevance of the PROSPER framework at the end of the workshop. The compulsory workshop was inclusive of all teaching staff at four government primary schools, not just those teachers with designated responsibility for student wellbeing or social-emotional learning. The teachers were invited to respond anonymously to a seven-item questionnaire using a 5-point Likert scale from strongly disagree to strongly agree. Fifty-four respondents posted their survey responses face down in a box as they exited the workshop. Positive education was a new discipline for these schools and therefore the teachers were arguably less likely to have a preconceived idea of the usefulness or otherwise of a Positive Educational framework for their school practices. All respondents (100%) agreed or strongly agreed that the PROSPER framework would help to provide a common language about wellbeing within their school and across schools. Most respondents (90%) agreed or strongly agreed that it makes (a) the core components of wellbeing easy-to-remember and (b) is easy to communicate to everyone in their school community because of the relevant nature of the acronym. Most (96%) also agreed or strongly agreed that the PROSPER framework would help staff to reflect on their practice for student wellbeing and 89% also agreed or strongly agreed that the framework has the potential as an audit tool for identifying their school’s current successful practices for student wellbeing as well as identifying the gaps.

In this paper the PROSPER framework is applied to the educational context. This application of PROSPER in education seems timely given Seligman’s ( 2011 ) challenge to policy makers to develop a new measure of prosperity, beginning early in life:

‘the time has come for a new prosperity, one that takes flourishing seriously as a the goal for education and of parenting. Learning to value and to attain flourishing must start early — in the formative years of schooling — and it is this new prosperity, kindled by positive education, that the world can now choose’ (Seligman 2011 , p. 97).

Using the Prosper Framework in Schools

PROSPER within a school context incorporates the evidence-informed school practices that have the potential to enhance student wellbeing and achievement and build schools as enabling institutions. The PROSPER organiser builds on the authors’ two earlier versions of a positive psychology framework for education. The first prototype evolved as an outcome of the authors’ co-development of the Australian Government Scoping Study on Approaches to Student Wellbeing (Noble and McGrath 2008a ) and the second prototype is titled the Positive Educational Practices (PEPs) Framework (Noble and McGrath 2008 b). PROSPER has some similarities with Geelong Grammar School’s (GGS) Positive Education framework outlined by Norrish ( 2015 ). The GGS’ domains are Positive emotions, Positive Relationships, Positive Accomplishment, Character Strengths, Positive Purpose, Positive Engagement and Positive Health and Resilience.

The authors’ first initiative in applying the principles of positive psychology to education was incorporated in their Bounce Back Wellbeing and Resilience program published in 2003 and revised in 2011(McGrath and Noble 2003 , 2011 ). Bounce Back was developed as a whole school primary and middle school wellbeing program to promote a positive school culture as well as provide a multi-faceted wellbeing curriculum for classroom teachers to teach to their students. PROSPER is now offered as an organising framework for the evidence-based school components of student wellbeing and Bounce Back is provided as program that focuses on these components through teaching strategies, school and classroom organisation, working with parents and the provision of focused curriculum units. The Bounce Back curriculum units are Emotions, Humour and the Bright Side (Positivity), Relationships and Core Values units (Relationships), a unit on Success unit that incorporates Outcomes, Strengths, Purpose and Engagement and the People Bouncing Back and Courage units (Resilience).

Positive Education is defined within the PROSPER context as:

‘the integration of the core principles of positive psychology with the evidence - informed structures, practices and programs that enhance both wellbeing and academic achievement. The aim of positive education is to enable all members of a school community to succeed and prosper’.

Figure 1 outlines the PROSPER acronym and illustrates each of the seven components with a range of school and classroom practices that contribute to student wellbeing.

The PROSPER framework: Seven School Pathways that enable all students to PROSPER.

Positivity can be defined simply ‘ as the state of being positive’ . The term ‘positivity’ is employed by Barbara Fredrickson ( 2009 ) to include the positive meanings and optimistic attitudes that trigger positive emotions. Positivity also incorporates the long-term impact that positive emotions have on one’s character, relationships, communities and environment. As outlined in Figure 1 a focus on Positivity encourages educators to provide classroom and school opportunities for students to experience and amplify positive emotions such as feeling connected and feeling safe. Positivity also encourages educators to explicitly teach students the values and skills for expressing gratitude and thinking optimistically.

Positive Emotions

People who frequently experience and express positive emotions tend to be more resilient (Fredrickson and Tugade 2004 ), more socially connected (Mauss et al. 2011 ), and more likely to function at optimal levels (Fredrickson and Losada 2005 ; Mauss et al. 2011 ). Fredrickson’s ( 2013 ) ‘broaden and build’ model hypothesises that experiencing positive emotions, such as belonging, safety, interest and curiosity, amusement, joy and gratitude, can broaden an individual’s thoughts and actions in a positive and helpful way. Positive emotions, even when fleeting, are hypothesised to accumulate and compound over time in ways that incrementally build people’s personal resources such as their physical, intellectual, social and psychological resources (Fredrickson 2013 ). Huebner and Hills ( 2014 ) have concluded, from the available research evidence conducted with children and adolescents, that ‘…frequent positive emotions appear to facilitate more positive life experiences in many important arenas of [their] life’ (p774). For example in one school study involving 293 students in grades 7–10, Reschly et al. ( 2008 ) demonstrated that experiencing frequent positive emotions at school was associated with higher levels of student engagement and adaptive coping.

Feeling Connected

Self-determination theory posits that the need to belong and feel connected is one of the three basic human needs (Deci and Ryans 2000 ). In a study of almost 700 students across two high schools, students’ sense of belonging to their school was identified as the most significant variable for explaining student psychological wellbeing (Bizumic et al. 2009 ). The more connected and accepted the students felt, the less likely they were to report anxiety, depression, loss of emotional control and aggression, and the less likely their teachers rated their behaviour as disruptive. Osterman ( 2000 ) found in her research review that when students experience a sense of belonging and acceptance at school they are more likely to participate in learning activities, support each other, behave in accordance with school rules and expectations and achieve at a higher level. Students who feel connected to their school are also less likely to engage in health-compromising behaviour (Blum and Libbey 2004 ; Bond et al. 2001 ) and more likely to graduate from high school (Miltich et al. 2004 ). A sense of belonging is the result of many small steps taken by a school such as: the extensive use of cooperative learning, the provision of lunchtime clubs and extracurricular programs, and the adoption of peer support structures such as cross-age buddy systems and peer tutoring (Stanley and McGrath 2006 ).

Feeling Safe

Feeling safe and protected from bullying is directly linked to feeling supported and cared for by teachers and connected to peers (Flashpohler et al. 2009 ). All students feel less safe when they are aware that bullying is occurring in their school, even if they haven’t been bullied themselves (e.g.Janson et al. 2009 ). A study by Strom et al. ( 2013 ), involving 56 schools in Norway, found that students in schools that had higher levels of bullying performed worse academically than other schools where this was not the case. Similarly Konishi et al. ( 2010 ) found the overall levels of achievement in both reading and math were lower in schools with higher levels of bullying. Researchers are increasingly seeing bullying as a socio-ecological and multifaceted problem that requires a multifaceted solution. We suggest that addressing bullying behaviours is one side of the coin—the other side is implementing the PROSPER pathways which contribute to a positive school climate.

Feelings of Enjoyment and Amusement

Laughter has been shown to relax the body and trigger pleasure through the release of dopamine into the brain (Reiss et al. 2003 ). It also has the capacity to reduce stress (Bennett and Lengacher 2009 ; Colom et al. 2011 ) and improve immune functioning (Berk et al. 2001 ). Studies confirm that finding the humorous side of a situation or participating in humour-based activities can also be an effective (and optimistic) strategy for coping resiliently with difficult times in one’s life and for reducing anxiety (Booth-Butterfield et al. 2007 ). Humour can also increase the capacity to tolerate physical pain (e.g. Zweyer et al. ( 2004 ). In their review of research studies that have focused on the impact of humour in educational contexts, Banas et al. ( 2011 ) concluded that the use of positive, non-aggressive humour is associated with a more interesting and relaxed learning environment, more positive perceptions by students of the teacher who uses it, a stronger motivation to learn, and more enjoyment of the content and the tasks. Humour can be used in many ways within a classroom context (e.g. see McGrath and Noble 2011 ). The use of humour can be a style of interaction, an approach to teaching and learning (e.g. using cartoons or humorous images in a slide presentation or playing educational games), a curriculum activity ( e.g. conducting a class survey to identify the most amusing of four different jokes or cartoons, the reading and analysis of funny books, or the writing of funny stories or poems) and, when used appropriately, it can also be an effective coping skill ( e.g. laughing at your own silly mistake can help to keep things in perspective).

Positive Mindset

Expressing gratitude and appreciation.

Gratitude has been defined as ‘a higher-level moral emotion that enables people to notice, understand and capitalise on beneficial exchanges with others’ (Froh and Bono 2011 , p. 1). When people are grateful, they notice and appreciate the good things that happen to them and express thanks to those who are responsible (Emmons 2007 ). Gratitude is thought to mature gradually in childhood as children become increasingly capable of making accurate judgements about a benefactor’s intentions as well the cost to the benefactor of their actions (Froh and Bono 2011 ; Emmons and Shelton 2002 ).

In a study conducted by Froh et al. ( 2008 ), students aged 11–14 years participated in a gratitude education program over 2 weeks that encouraged them to count up to five things they were grateful for each day. In comparison to students in the control group, those who had received this training demonstrated (at a 3-week follow up evaluation) higher levels of optimism, positive mood and life satisfaction as well as more satisfaction with their experiences at school. Similar effects as a result of ‘gratitude interventions’ have been identified in other studies (e.g. Froh and Bono 2011 ). Strategies for encouraging students to feel and express gratitude include the creation of ‘Gratitude Bulletin Boards’ around the school on which everyone is encouraged to write down the things they are grateful for about the school, a digital Classroom Gratitude Book which features one page from each student and the creation of a classroom ‘Appreciation Station’ (McGrath and Noble 2011 ), where students can prepare and send emails, cards or letters to express their appreciation and gratitude to people in the school community and beyond.

Mindfulness

There is increasing interest within the Positive Psychology movement in the benefits of mindfulness and acceptance on wellbeing. Mindfulness has been described as having two components. The first component is the self-regulation of attention. The second component is the adoption of a curious, open and accepting orientation toward one’s experiences in the present moment (Bishop et al., 2004 ). Fredrickson et al. ( 2008 ) found that the mindfulness practice of ‘loving-kindness meditation’ produced increases over time in daily experiences of positive emotions that, in turn, increased personal resources (e.g. purpose in life, social support). A review (Meiklejohn et al. 2012 ) of 14 studies that integrated mindfulness training in schools found the following student improvements: social skills, academic skills, emotional regulation, self esteem, positive mood and better memory and attention. Students also showed less anxiety, stress and fatigue. Schools can introduce mindfulness by using one or more of the following approaches (Niemiec 2014 ): (1) a formal approach in which a designated time of up to 10 min per day is allocated to mindfulness practices. Most practices focus on breathing such as the free mindfulness scripts on http://www.smilingmind.com.au , (2) an informal approach in which students are encouraged to slow down, pause, breathe slowly, become more aware of their feelings and behaviour when they feel overwhelmed or anxious and (3) an in - the - moment approach in which students are encouraged to return to the present moment when they lose attention and to practise being in the present when, for example, working, playing, listening or eating.

Relationships

Schools are essentially social contexts and as Chris Peterson ( 2013 ) famously said ‘relationships matter’. A focus on relationships in schools means that school staff take strategic steps to intentionally build positive relationships such as peer relationships, teacher-student relationships, staff relationships and parent-school relationships (see Figure 1 ).

Positive Peer Relationships

One of the strongest themes across educational research is the significant role that positive school-based peer relationships play in the life of children and adolescents (e.g. Gristy 2012 ) and the positive contribution that such relationships can make to a young person’s sense of belonging, engagement, motivation and achievement, prosocial behaviour, student wellbeing and resilience (e.g. Caprara et al. 2000 , Martin and Dowson 2009 ; Rubin et al. 2006 ; Wentzel et al. 2004 ; Zins et al. 2004 ). A comprehensive meta-analysis by Roseth et al. ( 2008 ) carried out with 148 studies from eleven countries found that positive peer relationships explained 33–40% of the variance in academic achievement. Friendships can provide students with social and emotional support, opportunities to learn and practise empathy, protection against bullying and social isolation (e.g. Qualter 2003 ; Schwartz et al. 2000 ) and opportunities to safely discuss moral dilemmas and develop socio-moral reasoning (Schonert-Reichel 1999 ). Research (e.g. Hartup and Stevens 1997 ) suggests that it is probably the cumulative experience of school-based reciprocated friendships over time that has the most positive effects, not just one particular friendship at one point in time.

Positive peer relationships are more likely when students experience opportunities to learn and practise using prosocial values that emphasise harmony and concern for others such as respect, cooperation, acceptance of differences, compassion, friendliness and inclusion (McGrath and Noble 2011 ). The teaching of specific social and emotional (SEL) skills enable students to demonstrate these values in action. These include social skills such as sharing, cooperation, anger management, respectful disagreeing, negotiation, playing fairly and being a good winner and loser, having an interesting conversation, telling a funny story and managing a disagreement well (McGrath and Francey 1991 ; McGrath and Noble 2010 , 2011 ). The findings of a large-scale meta-analysis of SEL programs (Durlak et al. 2011 ) confirmed the positive impact of such programs on student learning and achievement. This meta-analysis focused on 213 school-based, universal social-emotional learning (SEL) programs and involved over 270,000 students from primary-school entry to year 12. Compared to those in the control group, students who participated in social-emotional learning programs not only showed significant improvements in social-emotional skills and behaviour but also demonstrated an 11-percentile-point gain in academic achievement.

Cooperative learning is one of the most effective evidence-based strategies for teaching social skills. Other positive benefits from cooperative learning include improvements in academic outcomes (e.g. Johnson and Johnson 2009 , Roseth et al. 2008 ). Other useful strategies for teaching SEL and building positive peer relationships include the use of circle time, classroom meetings, classroom committees, random grouping for small group activities or short-term projects (across each term and year), the use of higher-order thinking tools designed to be used in small groups (e.g. The Ten Thinking Tracks and Under the Microscope. See McGrath and Noble 2010 ), cross-age extracurricular activities such as orchestra, choir, sporting activities, lunchtime clubs and drama performances, the establishment of pro-social peer support structures and the use of Educational Games Tournaments (McGrath and Noble 2010 , 2011 ).

Positive Teacher-student Relationships

An extensive body of research evidence confirms that positive, respectful and supportive teacher-student relationships contribute to a wide range of desirable student outcomes linked to wellbeing such as attendance (Klem and Connells 2004 ); engagement and high levels of achievement motivation (e.g.Hattie 2009 ; Klem and Connell 2004 ; Martin et al. 2007 ; Marzano 2003 ; Roorda et al. 2011 ); and resilience (Battistich et al. 2004 ; Nadel and Muir 2005 ; Raskauskas et al. 2010 ; Weare 2000 ). Student behaviour and choices are more likely to be positively influenced by the behaviour and values of trustworthy teachers who provide a secure base (Masten and Obradović 2008 ). These relationships can support students to set longer-term goals and develop an orientation towards lifelong learning as illustrated in a study of 3,450 students in years 7–12 across six Australian high schools (Martin et al. 2007 ). Students who believed their teacher accepted and cared for them, were more engaged with learning, felt more confident and motivated to achieve and were more likely to adopt the teacher’s goals and expectations. The way in which a teacher responds to socially vulnerable students can also ‘set the tone’ for how their classmates respond to them and the likelihood of their social inclusion by their classmates (Hughes and Cavell 2001 ). Resnick et al. ( 1997 ), found that young people who reported having a close and positive relationship with their teachers were less likely to use drugs and alcohol, attempt suicide or self-harm, behave in violent ways or engage in sexual behaviour at an early age.

Some of the components of positive and supportive teacher-student relationship may vary according to the age of the student and the level of involvement of the teacher, but the following teacher behaviours have been identified as contributing to such relationships:

They acknowledge each student, greet them by name and with a smile and notice when they are absent (Benard 2004 ; Stipek 2006 ). They intentionally develop positive peer relationships in a way that ensures that no student feels socially isolated (Charney 2002 ; Donohue et al. 2003 ).

They are fair and respectful (Stipek 2006 ). They take steps to get to know teach student both as a learner (Marzano 2003 ; Stipek 2006 ) and also as an individual with a life outside school (Slade and Trent 2000 ).

They provide frequent communication, assistance, guidance and positive feedback and try to avoid criticism (Rimm-Kaufman 2011 ).

Traditionally schools frame student accomplishment and success in terms of their outcomes such as satisfactory completion of assessment tasks, skill mastery and goal achievement in academic endeavours as well as mastery and development in co-curricular activities such as sports, music, art and drama. The outcomes that students achieve at school contribute significantly to their sense of mastery, competence and accomplishment, a basic psychological need for wellbeing (Niemiec and Ryan 2009 ). An optimal learning environment that promotes academic outcomes and social-emotional learning incorporates effective teaching strategies (e.g. Hattie 2009 ; Marzano et al. 2001 ) as well as the explicit teaching of social-emotional skills and personal achievement skills such as persistence, effort, goal-setting, planning and organisational and study skills (McGrath and Noble 2010 , 2011 ).

One of the recurring themes in the large scale meta-analytical reviews of the effects of specific school-based factors on educational outcomes by Hattie ( 2009 ) and Marzano et al. ( 2001 ) is the importance of the quality of teacher feedback on student outcomes. Good quality teacher feedback helps students to become better skilled at self-regulatory attributes such as self-managing, self-assessing and self-modifying their learning. Dweck’s ( 2006 ) research into the positive effects of what she has termed a ‘growth mindset’, has identified that teacher feedback that focuses on the importance of effort and persistence is more likely to be effective in producing desired outcomes than feedback that focuses on ‘ability’. Dweck’s research is linked to the work by Baumeister and Tierney ( 2011 ) on self control or willpower and Duckworth’s research on ‘grit’ (Duckworth and Seligman, 2006 ).

A focus on strengths in schools encourages the valuing of the different strengths of students, staff and the whole school community collectively. It also promotes the provision of opportunities for everyone to identify, use and further develop their strengths through curriculum opportunities and school-based activities. A ‘strength’ has been defined as ways of behaving, thinking or feeling that an individual has a natural capacity for, enjoys doing and which allows the individual to achieve optimal functioning while they pursue valued outcomes (Govindji and Linley 2007 ). The positive education literature has almost exclusively focused on character strengths especially Peterson and Seligman’s ( 2004 ) values in action (VIA) framework (e.g. Seligman et al. 2009 ; White and Waters 2014 ; Quinlan et al. 2014 ; Proctor et al. 2011 ). We propose that a strengths-based approach in positive education would be better served by the inclusion of a focus on ability strengths as well as character strengths.

Ability Strengths

Howard Gardner’s ( 1999 ) model of multiple intelligences (MI) provides directions for the identification and development of ability strengths. MI theory has been widely adopted in schools since its first publication over 30 years ago (Gardner 1983 ) and identifies eight intelligences. A differentiated curriculum based on Gardner’s multiple intelligences model has been shown to build positive learning communities in which students’ value and celebrate different ability strengths. Such an approach is especially useful for students who struggle with academic learning, as it can assist them to achieve more academic success (Kornhaber et al. 2003 ; McGrath and Noble 2005a , b ; Noble 2004 ). An evaluation of outcomes in forty-one schools that had used MI theory for curriculum differentiation for at least 3 years found significant benefits in terms of student engagement and learning, student behaviour, and parent participation (Kornhaber et al. 2003 ). This evaluation found particular benefits for students with learning difficulties who demonstrated greater effort in learning, more motivation and improved learning outcomes when offered different entry points into the curriculum and opportunities to work in their area(s) of relative strength(s) to demonstrate their understanding of the curriculum. A curriculum-planning tool (MI/Bloom matrix) was developed by McGrath and Noble ( 1995 , 2005a , b ) and has helped teachers to plan differentiated learning tasks that focus on different ability strengths. Their use of this matrix in two primary schools enabled all the teachers to successfully identify their students’ ability strengths and increased their confidence and skills in diversifying their curriculum tasks to effectively engage their different students in learning (Noble 2004 ).

Character Strengths

Character strengths are defined as morally valued traits whose use contributes to fulfilment and happiness (Peterson and Seligman 2004 ). The VIA model is based on a review of universally valued character traits and incorporates 24 character strengths organised under 6 ‘virtues’. Quinlan et al. ( 2014 ) reported on a six-session classroom-based strengths intervention with 9–12 year old students. After the intervention students demonstrated higher levels of positive affect, classroom engagement, autonomy and relatedness need satisfaction and class cohesion and greater use of their strengths. White and Waters ( 2014 ) have outlined the potential benefits of a whole school strengths-based approach for enhancing student wellbeing. They have described how the concept of character strengths has been successfully embedded in English literature classes, in the primary curriculum, in sports coaching, in training students for school leadership positions and in student counselling. The Strath-Haven Positive Psychology program uses the VIA character strengths framework in their Language Arts Classes (Seligman et al. 2009 ). Pre-test to post-test comparisons showed that the students in these classes compared to students in a control group without a Positive Psychology curriculum reported greater enjoyment and engagement in school. Teachers also reported that the program improved the students’ strengths related to learning such as curiosity, love of learning and creativity and parents and teachers reported improvements in the students’ social skills. However there were no changes in their depression or anxiety.

Students have a sense of ‘ purpose ’ when they perceive that their goals are worthwhile. Having a sense of purpose is closely related to a sense of meaning in life and frequently involves a pro-social or altruistic intent such as a commitment to helping others or improving the world (Hill et al., 2010 ). Having an identified purpose in life has been shown to be associated with high life satisfaction in adolescents, emerging adults and adults aged 25 years and older (Bronk et al. 2009 ). Teachers can help students to develop a sense of purpose by providing a meaningful rationale for why a specific learning activity is important and offering students opportunities to make choices in their learning activities. This type of participation addresses students’ psychological need for autonomy (Niemiec and Ryan 2009 ) defined as the desire to engage in self-selected behaviors that align with one’s strengths and personality (Deci and Ryan 2000 ). Skinner et al. ( 2008 ) found that students who started the school year high in autonomy were likely to show improvements in their enjoyment and effort as the academic year progressed, whereas students low in autonomy were likely to feel increasingly bored, disconnected and frustrated.

One example of empowering students by giving them a ‘voice’, autonomy and sense of purpose is through their participation in Student Action Teams (Holdsworth et al. 2003 ). A student action team consists of a group of students who identify and tackle a school or community issue. The team researches the issue, makes plans and proposals and takes action to address it. Schools that have implemented student action teams indicate a substantial positive change in students’ curriculum knowledge, and connectedness as well as their engagement at school (Holdsworth et al. 2003 ). Community service has been shown to enhance students’ sense of purpose as well as their academic skills, transfer of knowledge to ‘real world situations’, critical thinking skills, sense of personal and social responsibility, social-emotional skills and empathy (Hanson et al. 2003 ; Astin et al. 1999 ; Eyler and Giles 1999 ). Other school initiatives that can foster a sense of purpose and meaning include peer support programs and school/class leadership initiatives.

Engagement is a critical concept in education. In the short term student engagement in learning is a good predictor of academic outcomes. In the long term it predicts patterns of attendance, academic resilience and school completion (Jimerson et al. 2003 ). The link between student engagement, achievement and wellbeing is bi-directional i.e. the more students are actively engaged and achieving in learning, the greater their sense of wellbeing and vice versa (Noble and McGrath Noble et al. 2008a b; Zins et al. 2004 ). Fredricks et al. ( 2004 ) have suggested that engagement can be behavioural, emotional and cognitive engagement. Engagement can also be social (McGrath and Noble 2010 ). When students are highly behaviourally engaged they are attentive and actively involved in each step and task in the learning process. When they highly emotionally engaged in a learning activity or process in a positive way they are interested, curious, enthusiastic, excited, confident and satisfied with the products of their learning. When students are highly cognitively engaged they are intellectually challenged and stretched and employing critical and creative thinking. When students are highly socially engaged they are positively communicating with their classmates and teacher, cooperating well with a partner or in a team and using social skills such as turn taking, active listening, and negotiating.

Engagement in Terms of FLOW

Flow Theory posits that optimal learning experiences generate high engagement and positive emotions, are intrinsically motivating and enhance cognitive processing (Csikszentmihalyi 2002 ; Csikszentmihalyi et al 1993 ). Csikszentmihalyi ( 2002 ) found that when people experienced ‘flow’ they reported: (a) clear goals and progress toward achieving them; (b) highly focused, effortless, attention or concentration during the activity; (c) a sense of time passing quickly and loss of self-consciousness; and (d) a balance between the challenges of the activity and their ability to meet them (i.e., they felt that their skills were “stretched” to meet the challenge). In a study by Turner et al. ( 1998 ), students in three ‘high involvement’ classes reported significantly more experiences of being in ‘flow’ than did students in four ‘low involvement’ classrooms. The study highlighted the importance of getting the balance right between the students’ level of skill and the degree of challenge presented to them.

All students face adversity at one time or other. Resilience has been defined as “ the ability to persist, cope adaptively and bounce back after encountering change, challenges, setback, disappointments, difficult situations or adversity and to bounce back to a reasonable level of wellbeing (McGrath and Noble 2011 ). It is also the capacity to respond adaptively to difficult circumstances and still thrive ” . Resilience is crucial for academic and social success in school and in life. Key resilience skills that can be taught to students are: helpful and rational thinking skills, adaptive distancing skills, using humour, optimistic thinking skills, and seeking assistance when needed (McGrath and Noble 2011 ).

The Penn Resiliency program (PRP) is a well- known resilience program and a meta-analysis of 17 controlled evaluations of the program’s impact with young people from 8 to 18 (mostly adolescents) found that most children reported having fewer depressive symptoms (compared to the control group) after the program finished and also at 12-months follow up (Brunwasser et al. 2009 ). However the reviewers noted that the programs were short term, and mostly conducted in small groups outside school hours by a variety of both school and community-based educators and mental health professionals, researchers and school psychologists. These reviewers queried whether the PRP would be as effective when delivered under real-world conditions rather than controlled research conditions. Two European initiatives recently evaluated the impact of the PRP in school settings. Tak et al. ( 2014 ) evaluated the effectiveness of a Dutch version of the PRP with 1,341 students in Year 8 across 9 schools, using a cluster randomized controlled trial design. The program involved 14–15 lessons. They found that the PRP resulted in increased cognitive coping over the course of the follow-up period of 18 months but did not have a positive effect on students’ levels of depression, anxiety, hopelessness, happiness or life satisfaction. Challen et al. ( 2014 ) evaluated the effectiveness of the PRP in the UK with 2,844 students in total who were arbitrarily assigned to either an intervention or a control group. They found that the intervention group had small reductions in self-reported depressive symptoms but the effect was small and no longer present at the 1-year or 2-year follow-ups. There was no significant impact on symptoms of anxiety or problem behaviour. The researchers concluded that the PPR may be less effective when taught by regular school staff. However this raises the issue of the potential lack of sustainability of any program that is not taught in schools by teachers.

A different approach to teaching resilience is taken in the authors’ aforementioned Bounce Back program (McGrath and Noble 2011 , 2003 ). The nine curriculum units utilise children’s literature, relational teaching strategies and critical and creative thinking tools to help teachers embed the teaching of wellbeing and resilience in their curriculum and teaching. The implementation of the program in 16 primary schools in Scotland was shown to enhance students’ personal resilience skills, social skills and class connectedness. It also enhanced teacher wellbeing and created a more positive school culture (Axford et al. 2011 ).

The new conceptual PROSPER framework has the potential to be used as an organisational tool for the implementation of the seven identified key components of wellbeing. It can be used as a planning tool as well as an audit tool to help schools to identify both current areas of strength as well as practices that might to be further enhanced. Endorsement of the theoretical and evidence-informed seven components of the PROSPER framework has been provided by fourteen academic members of the Institute of Positive Psychology and Education (IPPE) at the Australian Catholic University and fifty-four educators have also endorsed the potential usefulness of the framework for guiding their adoption of school practices for enhancing student wellbeing. The framework also has the potential to be used within other contexts such as workplaces and other types of organisations and communities.

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Flourishing as a by-product..

Our model is central to the concept of ‘flourishing.’ This is not like a goal that we are actively striving to achieve every day, but is viewed more as a by-product, or a healthy consequence of living a life in such a way that nurtures one’s individual wellbeing and contributes to the wellbeing of others.

Flourishing refers to the experience of life going well – when we are feeling good and functioning effectively (Huppert & So, 2012; Seligman, 2011).

Positive Education is based on the premise that what we do matters – that experiencing positive mental health and wellbeing in adolescence, along with learning skills and knowledge that help maintain this positive mental health and address mental health difficulties, will contribute to becoming a fully engaged young adult in society. This was supported empirically through an analysis of 1000 participants in the Australian Temperament Project (O’Connor et. al, 2016), one of Australia’s most representative and longest running studies of social and emotional development. O’Connor found that positive mental health in adolescence was associated with indicators of career progression and taking on citizenship responsibilities (volunteering and civic activities) over a decade later. In this way, Positive Education is all about ‘learning to flourish’.

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PESA advocates and promotes Positive Education to education systems. Positive Education is an approach that weaves the research from Positive Psychology and wellbeing science, into schools. Positive Education teaches young people the skills they need to support and manage their mental health and wellbeing, assisting them to make a successful transition into (and to maintain) a healthy adult lifestyle.

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Our gratitude to our delegates, presenters and sponsors who helped make our seventh National Conference such a wonderful learning, sharing and connecting online event. It is truly inspiring to be part of a community of school leaders, educators, governments, universities, researchers, parents, and health professionals, who share a commitment to improving the wellbeing of our young people and the wider community.

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Posted May 15, 2024
By Maya Wesby

The Intellectual Contribution Award recognizes graduating Ed.M. students (two from each master’s degree program) whose dedication to scholarship enhanced HGSE’s academic community and positively affected fellow students. All recipients were nominated by their classmates based on who inspired them, helped them gain a different perspective on education's challenges, and contributed to shared learning and intellectual growth, both inside and outside of the classroom. Each program's faculty directors, in consultation with other faculty and staff, selected the final honorees for their program based on the nominations and on demonstrated academic success.

Rosa Maria Martinez and Shani Shay will be honored with the Intellectual Contribution Award for the Education Leadership, Organizations, and Entrepreneurship (ELOE) Program during HGSE Convocation exercises on May 22. Below, our faculty members comment on the selections, and we asked the winners about their time at HGSE, their future goals, and their approach to impacting the field of education.

Rosa Maria Martinez, Ed.M.'24

"Rosa has shown herself to be an impactful, compassionate, and inclusive leader. Her peers have lifted up her asset-based approach, her ability to create open and safe spaces for learning, and her purposeful work on improving outcomes for youth with disabilities in Massachusetts. Additionally, her peers have proudly praised Rosa’s experience and perspective as a first-gen student and the ways she has successfully used her lived experience to lead HGSE’s First Generation Student Organization as their president. We are grateful for her authenticity and the ways in which this allowed others to feel seen and heard. We can’t wait to watch the ways she continues to positively impact the field of education." — The ELOE Faculty Team

What brought you to HGSE, and what was your goal in coming here? I am a Chicana, first-generation, low-income woman of color from a mixed-status family and the eldest daughter of immigrant farm workers equipped with the knowledge, lived experience, and determination to make transformative change in my community and the education sector. ... My primary interests center on expanding and reaffirming student success pipelines at the cross-section of public policy and public health through a focus on students' access to basic needs, support services, and critical policy analysis. Fundamentally I want to equip students with the tools and language to affirm and contextualize their lived experiences while institutionalizing best practices and systems that address gaps within student belonging, support, and academic success.

What surprised you about your time at HGSE? I was surprised by the amazing community and the deep friendships I was able to form during my time here at HGSE. As a first-generation student moving to the East Coast for the first time, I feared not being able to find safe spaces and people where I could express myself authentically. Not only have I found lifelong friends but a strong, brilliant, and inspiring network of peers and mentors.

Is there any professor or class that significantly shaped your experience? Lecturer Alexis Redding , who taught College Student Development, and Lecturer Jaein Lee , who taught a course on Equitable Practices for First-Generation Students of Color, incredibly impacted my experience at HGSE. These two instructors embody compassionate leadership while spearheading equity and belonging work through their research and intentional course content and facilitation construction. I could not imagine my experience here without them.

What are your post-HGSE plans? Where are you hoping to make the most impact? This summer, I have the pleasure of being a teaching fellow for the Foundations course How People Learn. I am seeking to continue doing student success and diversity, equity, and inclusion work in higher education institutions and eventually pursue an Ed.L.D. My long-term goal is to be a dean of student affairs while continuing to embody the philosophy that students deserve spaces for authentic expression, compassionate leadership, and holistic, comprehensive care. I feel confident this master's program has equipped me with the wisdom, knowledge, and know-how to get where I need to be. My hope is to impact the support programs and degree attainment rates for first-generation, low-income, Black Indigenous People of Color in higher education through community and research-informed practices and policies centering basic needs and civic engagement.

Shani Shay, Ed.M.'24

"With a focus on deepening our understanding and expanding our perspectives on incarcerated youth, Shani has brought truth and vulnerability to the classroom that has created space for dialogue, especially across differences. Her peers describe her as brilliant, resilient, and courageous and commend her for her commitment to education, abolition, and justice. One of her peers said, 'Shani is unapologetically herself, grounded in her experience and expertise and is not afraid to share out and make you think differently about the world.' We agree and we look forward to the many ways that Shani will use education to positively change the world." — The ELOE Faculty Team

Shani Shay (right) with Professor Shawn Ginwright and Reverend Dereca Blackmon

What is something that you learned this year that you will take with you throughout your career in education? I learned that many of us have great intentions and powerful ideas, but we don’t know just how powerful we are. I am going to take that with me as I move through my work and the world — that we need to be empowered when we are trying to do the right thing.

How did your HGSE experience shape your work or your goals? It allowed me access to a spectrum of students and faculty who were well practiced. HGSE motivated me to dream really big and use the Harvard name to break down barriers!

Is there any professor or class that significantly shaped your experience? All my classes shaped my experience. So I am honestly grateful to every teacher professor I had access to. But since I must choose Dr. Shawn Ginwright was the most impactful because I know his work from Oakland, California, and because he’s like a “me” in the future — everything he has done I want to do.

What are your post-HGSE plans? Where are you hoping to make the most impact? I want to be the secretary of education for the United States. I really want to overhaul the education system so that people believe in education and the power it has to create positive change. Education literally changed my life, so I want to see an education system where youth are not pushed out, teachers are not burned out, and we actually use it for liberation and the building of civilization.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

HGSE Honors Master's Students with Intellectual Contribution Award

Intellectual Contribution Award Winners Anthony Otadoy Garciano and Srishti Gulati

Commitment to Community

The Intellectual Contribution Award recipients for the Education Policy and Analysis Program reflect on their time at HGSE and look toward the future

Crack the Code for Girls

Current student empowers girls in low and middle-income countries through digital literacy

Strengthening minds with heart

Adopting a proactive approach to promote your mental wellness, lessons that take root: caring for plants promotes social-emotional growth, service-learning project benefits men experiencing homelessness, bibliotherapy: every child has a story.

Since 1971, Positive Education Program has been supporting young people to overcome and thrive. PEP provides services – both direct and consultative in nature – for children challenged by complex developmental trauma, mental health issues and autism, their families and the professionals who support them.

Start A Career With Us

PEP is looking for empathetic mental health professionals and educators committed to helping children with severe behavioral issues, emotional disturbances, autism and other special needs.

Anchored in the time-tested philosophy of Re-EDucation, PEP’s family-centered programming is designed to identify and build upon the existing strengths of children.

Become a Certified Positive Educator

Convince your principal.

Download a customizable letter and talking points to start the conversation.

Positive Education Certification

The Positive Education Certification (PEC Program™) is a 64-hour training program consisting of 32 live hours, pre-recorded online learning and ready to plug and play tools.

Drawing on the tenets of wellbeing science including Positive Psychology, Positive Education, Neuroscience and Integrative Health, students are equipped to build positive emotions, willpower, grit, emotional regulation, resilience, mindfulness, growth mindsets and strengths in the K-12 classroom.

Learn to create learning environments that foster belonging, engagement, kindness and vitality.

And most importantly, Certified Positive Educators will build their own toolkit of self-care strategies within a fun and supportive community from all over the world.

What you get with this certification:

Live online or in-person training with positive psychology experts.

250+ teaching animations, worksheets, lesson plans, and games.

Collaborate with dedicated educators in a fun learning environment.

Bring the Power of Positive Psychology Into Your Classroom

The next cohort starts july 2nd. .

Educators today are faced with unprecedented access to information about happiness, wellbeing and life satisfaction. Not only is it important for you to be happier, more resilient, empowered, motivated and successful, but it's also more and more critical that your students learn these skills too.

Positive Education uses wellbeing science to encourage, enable and enhance skills of resilience and wellbeing. We'll equip you with a foundation in positive psychology science and enable you to instantly apply the knowledge in the classroom. Like SEL and Character Education, Positive Education prioritizes the so-called "soft-skills" (relationship building, self-compassion, growth mindset) but unlike many programs offered to schools, the focus is whole-school- from teachers & students to parents and the greater community.

The PEC Program will empower you with the tools for building greater positive emotions, engagement, flourishing relationships, greater meaning and purpose, accomplishment and vitality.

The PEC Program meets online, via Zoom. Participants will complete weekly "quests" to deepen their learning which will support them in uniquely bringing Positive Education into their school.

Online classes are held for two hours, once per week for a total of sixteen weeks, or twice per week for a total of eight weeks. In-person training happens over five consecutive days. In order to earn the certificate, participants must attend at least 60% of the live weekly online classes.

A Module-by-Module Breakdown

Program Overview
Positive Psychology & Positive Education
The PERMA-V Model
Emotional Intelligence
Enhancing Positivity
Working with Negativity
Broaden & Build, Narrow & Focus
Psychological Capital
Self-Regulation & Willpower
Energy Depletion & Repletion
Flourishing Relationships
Social Contagion
Social Capital
Inducing Belonging
Meaning & Purpose
Meaning Buffers Stress
Perspectives on Work
Making Meaning
Intro to Achievement
Academic Tenacity
Intro to Vitality
Autonomic Nervous System
Stress Response
Relaxation Response
Approaches to Anxiety
Stress Better
Mindfulness
Resilience Skills
Learned Helplessness
Learned Optimism
Preventative Cognitive Behavioral Therapy
ABC Model & ETR Model
Navigating Thoughts & Feelings
Building EI by Engaging with Thoughts
Optimistic Explanatory Style
Pessimistic Explanatory Style
The Storytelling Brain
The Neuroscience of the Past, Present & Future
Helping kids make sense of their world
Self-compassion
Self-efficacy
Goal-setting
Problem-solving
Mental Contrasting
Movement for Learning
Brain Chemistry
Reframing Thoughts
Shifting Emotional States
Brain Biases & Heuristics
From Judging to Learning
Disputing Beliefs
The 5Cs of Mindfulness
Cultivating Curiosity
Empathy & Kindness
Introversion & Extroversion
Communication Skills
Communicating Needs & Values
Thoughtholes & Thinking Traps
Somatic Psychology in the Classroom
Movements for creating calm
Movements for creating energy
Movements for creativity & learning
Growth Mindset
Fixed Mindset
Praise & Criticism
Characterization
Person Praise
Process Praise
Outcome Praise
Helper Mindset
Purpose in Life
Helping children become other-centered
Creating Rituals
Flow Psychology
Peak Performance
Helping kids get in the zone
Creating Habits
Types of Meditation
Strengths Language
Spotting, Naming & Building Strengths
Strengths Interventions
Positivity & Engagement Review
Forgiveness
Building Trust and Community
Reciprocity
Loving-Kindness
Relationships & Meaning Review
Achievement & Vitality Review
Positive Psychology in a Nutshell
Positive Education not in a Nutshell
Celebrations and next steps!

Testimonials

Watch the recording of our latest Information Session (1/23/24)

Enrollment is open for our 2024 Cohorts!

Payment plans available in 3 monthly transactions.

PEC.42 Online 6-week Summer Course

July 2nd to august 8th 2024, tues + thurs 12-3pm edt, early bird price : $1500, early bird payment plan: $1800, price after june 11th:, $1800 /$2100.

All prices in USD

PEC.44 Online Fall Day Course

Oct 9th, 2024 to Feb 5th, 2025

8:00am-10:00am EDT/EST

$1500 or Payment Plan: $1800 until Sept 18th, 2024

Regular $1800/$2100

PEC.45 Online Fall Evening Course

12:00pm-2:00pm EDT/EST

If you want to join a future cohort, join the waitlist.

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Rotary club of williamsport welcomes next class of junior rotarians.

The Rotary Club of Williamsport welcomed the 141st class of Junior Rotarians during its annual awards presentation at the Genetti Hotel earlier this week. “One day at a time, one good work at a time. Let us challenge each other to fuel positive change around the world, and together we can create hope in the world,” said club President Rick Coulter. The honorees include, in the front row, Noah Scholnick and Kaylee Rogers; second row, Gianna Biacchi and Breeze Eveland; third, Brecken Gusick, Kallan Waller, Liam Grenoble and Michael Frey; fourth, Jude Fisher, Chailyn Wanamaker, Cade Lusk and Emmit Gerber; fifth, Gavin Howell, Jack Fenstermaker, Abigail Koshy, Emma Bordenick and Elleah Thurston; sixth, Kyle Greene, William “Liam” Reed, Harper O’Brien and Breona Getgen; and lastly, Autumn Ellison, Miri Shaw, Kamryn Kowalski and Clara Defibaugh.

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Starting at $2.99/week..

Strategic Education (STRA) is on the Move, Here's Why the Trend Could be Sustainable

M ost of us have heard the dictum "the trend is your friend." And this is undeniably the key to success when it comes to short-term investing or trading. But it isn't easy to ensure the sustainability of a trend and profit from it.

The trend often reverses before exiting the trade, leading to a short-term capital loss for investors. So, for a profitable trade, one should confirm factors such as sound fundamentals, positive earnings estimate revisions, etc. that could keep the momentum in the stock alive.

Our "Recent Price Strength" screen, which is created on a unique short-term trading strategy, could be pretty useful in this regard. This predefined screen makes it really easy to shortlist the stocks that have enough fundamental strength to maintain their recent uptrend. Also, the screen passes only the stocks that are trading in the upper portion of their 52-week high-low range, which is usually an indicator of bullishness.

There are several stocks that passed through the screen and Strategic Education (STRA) is one of them. Here are the key reasons why this stock is a solid choice for "trend" investing.

A solid price increase over a period of 12 weeks reflects investors' continued willingness to pay more for the potential upside in a stock. STRA is quite a good fit in this regard, gaining 26.6% over this period.

However, it's not enough to look at the price change for around three months, as it doesn't reflect any trend reversal that might have happened in a shorter time frame. It's important for a potential winner to maintain the price trend. A price increase of 22.7% over the past four weeks ensures that the trend is still in place for the stock of this for-profit education company.

Moreover, STRA is currently trading at 95.1% of its 52-week High-Low Range, hinting that it can be on the verge of a breakout.

Looking at the fundamentals, the stock currently carries a Zacks Rank #1 (Strong Buy), which means it is in the top 5% of more than the 4,000 stocks that we rank based on trends in earnings estimate revisions and EPS surprises -- the key factors that impact a stock's near-term price movements.

The Zacks Rank stock-rating system, which uses four factors related to earnings estimates to classify stocks into five groups, ranging from Zacks Rank #1 (Strong Buy) to Zacks Rank #5 (Strong Sell), has an impressive externally-audited track record, with Zacks Rank #1 stocks generating an average annual return of +25% since 1988. You can see the complete list of today's Zacks Rank #1 (Strong Buy) stocks here >>>>

Another factor that confirms the company's fundamental strength is its Average Broker Recommendation of #1 (Strong Buy). This indicates that the brokerage community is highly optimistic about the stock's near-term price performance.

So, the price trend in STRA may not reverse anytime soon.

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In the tech world and beyond, new 5G applications are being discovered every day. From driverless cars to smarter cities, farms, and even shopping experiences, the latest standard in wireless networks is poised to transform the way we interact with information, devices and each other. What better time to take a closer look at how humans are putting 5G to use to transform their world.

What is 5G?

5G (fifth-generation mobile technology is the newest standard for cellular networks. Like its predecessors, 3G, 4G and 4G LTE, 5G technology uses radio waves for data transmission. However, due to significant improvements in latency, throughput and bandwidth, 5G is capable of faster download and upload speeds than previous networks.

Since its release in 2019, 5G broadband technology has been hailed as a breakthrough technology with significant implications for both consumers and businesses. Primarily, this is due to its ability to handle large volumes of data that is generated by complex devices that use its networks.

As mobile technology has expanded over the years, the number of data users generate every day has increased exponentially. Currently, other transformational technologies like artificial intelligence (AI), the Internet of Things (IoT ) and machine learning (ML) require faster speeds to function than 3G and 4G networks offer. Enter 5G, with its lightning-fast data transfer capabilities that allow newer technologies to function in the way they were designed to.

Here are some of the biggest differences between 5G and previous wireless networks.

Physical footprint : The transmitters that are used in 5G technology are smaller than in predecessors’ networks, allowing for discrete placement in out-of-the-way places. Furthermore, “cells”—geographical areas that all wireless networks require for connectivity—in 5G networks are smaller and require less power to run than in previous generations.
Error rates : 5G’s adaptive Modulation and Coding Scheme (MCS), a schematic that wifi devices use to transmit data, is more powerful than ones in 3G and 4G networks. This makes 5G’s Block Error Rate (BER)—a metric of error frequency—much lower.
Bandwidth : By using a broader spectrum of radio frequencies than previous wireless networks, 5G networks can transmit on a wider range of bandwidths. This increases the number of devices that they can support at any given time.
Lower latency : 5G’s low latency , a measurement of the time it takes data to travel from one location to another, is a significant upgrade over previous generations. This means that routine activities like downloading a file or working in the cloud is going to be faster with a 5G connection than a connection on a different network.

Like all wireless networks, 5G networks are separated into geographical areas that are known as cells. Within each cell, wireless devices—such as smartphones, PCs, and IoT devices—connect to the internet via radio waves that are transmitted between an antenna and a base station. The technology that underpins 5G is essentially the same as in 3G and 4G networks. But due to its lower latency, 5G networks are capable of delivering faster download speeds—in some cases as high as 10 gigabits per second (Gbps).

As more and more devices are built for 5G speeds, demand for 5G connectivity is growing. Today, many popular Internet Service Providers (ISPs), such as Verizon, Google and AT&T, offer 5G networks to homes and businesses. According to Statista, more than 200 million homes and businesses have already purchased it with that number expected to at least double by 2028 (link resides outside ibm.com).

Let’s take a look at three areas of technological improvement that have made 5G so unique.

New telecom specifications

The 5G NR (New Radio) standard for cellular networks defines a new radio access technology (RAT) specification for all 5G mobile networks. The 5G rollout began in 2018 with a global initiative known as the 3rd Generation Partnership Project (3FPP). The initiative defined a new set of standards to steer the design of devices and applications for use on 5G networks.

The initiative was a success, and 5G networks grew swiftly in the ensuing years. Today, 45% of networks worldwide are 5G compatible, with that number forecasted to rise to 85% by the end of the decade according to a recent report by Ericsson (link resides outside ibm.com).

Independent virtual networks (network slicing)

On 5G networks, network operators can offer multiple independent virtual networks (in addition to public ones) on the same infrastructure. Unlike previous wireless networks, this new capability allows users to do more things remotely with greater security than ever before. For example, on a 5G network, enterprises can create use cases or business models and assign them their own independent virtual network. This dramatically improves the user experience for their employees by adding greater customizability and security.

Private networks

In addition to network slicing, creating a 5G private network can also enhance personalization and security features over those available on previous generations of wireless networks. Global businesses seeking more control and mobility for their employees increasingly turn to private 5G network architectures rather than public networks they’ve used in the past.

Now that we better understand how 5G technology works, let’s take a closer look at some of the exciting applications it’s enabling.

Autonomous vehicles

From taxi cabs to drones and beyond, 5G technology underpins most of the next-generation capabilities in autonomous vehicles. Until the 5G cellular standard came along, fully autonomous vehicles were a bit of a pipe dream due to the data transmission limitations of 3G and 4G technology. Now, 5G’s lightning-fast connection speeds have made transport systems for cars, trains and more, faster than previous generations, transforming the way systems and devices connect, communicate and collaborate.

Smart factories

5G, along with AI and ML, is poised to help factories become not only smarter but more automated, efficient, and resilient. Today, many mundane but necessary tasks that are associated with equipment repair and optimization are being turned over to machines thanks to 5G connectivity paired with AI and ML capabilities. This is one area where 5G is expected to be highly disruptive, impacting everything from fuel economy to the design of equipment lifecycles and how goods arrive at our homes.

For example, on a busy factory floor, drones and cameras that are connected to smart devices that use the IoT can help locate and transport something more efficiently than in the past and prevent theft. Not only is this better for the environment and consumers, but it also frees up employees to dedicate their time and energy to tasks that are more suited to their skill sets.

Smart cities

The idea of a hyper-connected urban environment that uses 5G network speeds to spur innovation in areas like law enforcement, waste disposal and disaster mitigation is fast becoming a reality. Some cities already use 5G-enabled sensors to track traffic patterns in real time and adjust signals, helping guide the flow of traffic, minimize congestion, and improve air quality.

In another example, 5G power grids monitor supply and demand across heavily populated areas and deploy AI and ML applications to “learn” what times energy is in high or low demand. This process has been shown to significantly impact energy conservation and waste, potentially reducing carbon emissions and helping cities reach sustainability goals.

Smart healthcare

Hospitals, doctors, and the healthcare industry as a whole already benefit from the speed and reliability of 5G networks every day. One example is the area of remote surgery that uses robotics and a high-definition live stream that is connected to the internet via a 5G network. Another is the field of mobile health, where 5G gives medical workers in the field quick access to patient data and medical history. This enables them to make smarter decisions, faster, and potentially save lives.

Lastly, as we saw during the pandemic, contact tracing and the mapping of outbreaks are critical to keeping populations safe. 5G’s ability to deliver of volumes of data swiftly and securely allows experts to make more informed decisions that have ramifications for everyone.

5G paired with new technological capabilities won’t just result in the automation of employee tasks, it will dramatically improve them and the overall employee experience . Take virtual reality (VR) and augmented reality (AR), for example. VR (digital environments that shut out the real world) and AR (digital content that augments the real world) are already used by stockroom employees, transportation drivers and many others. These employees rely on wearables that are connected to a 5G network capable of high-speed data transfer rates that improve several key capabilities, including the following:

Live views : 5G connectivity provides live, real-time views of equipment, events, and even people. One way in which this feature is being used in professional sports is to allow broadcasters to remotely call a sporting event from outside the stadium where the event is taking place.
Digital overlays : IoT applications in a warehouse or industrial setting allow workers that are equipped with smart glasses (or even just a smartphone) to obtain real-time insights from an application. This includes repair instructions or the name and location of a spare part.
Drone inspections : Right now, one of the leading causes of employee injury is inspection of equipment or project sites in remote and potentially dangerous areas. Drones, which are connected via 5G networks, can safely monitor equipment and project sites and even take readings from hard-to-reach gauges.

Edge computing , a computing framework that allows computations to be done closer to data sources, is fast becoming the standard for enterprises. According to this Gartner white paper (link resides outside ibm.com), by 2025, 75% of enterprise data will be processed at the edge (compared to only 10% today). This shift saves businesses time and money and enables better control over large volumes of data. It would be impossible without the new speed standards that are generated by 5G technology.

Ultra-reliable edge computing and 5G enable the enterprise to achieve faster transmission speeds, increased control and greater security over massive volumes of data. Together, these twin technologies will help reduce latency while increasing speed, reliability and bandwidth, resulting in faster, more comprehensive data analysis and insights for businesses everywhere.

5G solutions with IBM Cloud Satellite

5G presents significant opportunities for the enterprise, but first, you need a platform that can handle its speed. IBM Cloud Satellite® lets you deploy and run apps consistently across on-premises, edge computing and public cloud environments on a 5G network. And it’s all enabled by secure and auditable communications within the IBM Cloud®.

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Wellbeing, Student Leadership and Transition
Positive Education; What Is It and How Can We Apply It?
Does your School Practice Positive Education? Get it now
Discovering Positive Education
Positive Education Student Wellbeing The Learning Cur
Positive Education

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Empowering Communities: Creating Positive Environments for a Better Life!
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Советы Для Школы *посмотри, если потерял мотивацию*
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The Power Of Positive Teaching. Rita Pierson #shorts

COMMENTS

What is Positive Education, and How Can We Apply It? (+PDF)
What Is Positive Education? Positive education is the combination of traditional education principles with the study of happiness and wellbeing, using Martin Seligman's PERMA model and the Values in Action (VIA) classification.. Seligman, one of the founders of positive psychology, has incorporated positive psychology into education models as a way to decrease depression in younger people ...
Positive education
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students.
The Palgrave Handbook of Positive Education
The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education ...
Promoting wellbeing through positive education: A critical review and
Positive education interventions are primarily based in Western positive psychology pedagogy (e.g. focus on individual resilience, Kern et al., 2015a; Weissberg et al., 2015; Wilson-Strydom, 2017). For example, while mindfulness programmes are based on values and principles from spiritual Buddhist practices, the adoption of mindfulness in ...
Positive Education: Applying Positive Psychology in Schools
Positive psychology practitioners have advocated for positive psychology in schools alongside traditional psychology. This movement can be called positive education. There is a natural pairing of psychology and education which has persisted for as long as psychology has been a field of study, as this quote illustrates: "Teachers and ...
Positive Psychology in Education: Your Ultimate Guide
Positive Psychology in Education: An Overview. In positive education, the aim is to develop scientifically validated positive psychology programs in school settings that promote student and staff wellbeing.. Ensuring the wellbeing of students is a top priority in positive education, as wellbeing is believed to be pivotal in improving academic outcomes, school retention, and student engagement ...
A critical review of positive education: challenges and limitations
Positive education has gained increased interest and attention in the last decade. Born as an applied movement within positive psychology, positive education aims to introduce a positive approach to education to aid schools in promoting happiness, improving learning and performance, and reducing mental health problems among children and adolescents. Whereas relatively new, positive education ...
Editorial: Positive Education: Theory, Practice, and Evidence
We believe that "positive education" is another answer to the question. This paper aims to shed light on pathways and prospects of positive education. In the subsequent pages, we initially review key insights into studies that focused on the psychological well-being of individuals, which provides an empirical foundation for positive education.
Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and
Positive education, although only just over a decade old, has enjoyed rapid growth (Seligman & Adler, 2018; Shankland & Rosset, 2017) and can pride itself on being an innovative and expansive field (Chodkiewicz & Boyle, 2017; Waters & Loton, 2019).With the spirit of growth and innovation in mind, this chapter puts forward three key ideas for expanding the field (see Fig. 6.1).
PDF Positive education: Learning and teaching for wellbeing and academic
Positive education has been defined in various ways, but most definitions stem from the paper by Seligman et al. (2009) which defined it as "education for both traditional skills and for happiness" (p. 293). The International Positive Education Network (IPEN, www.ipen-
Full article: Positive education: positive psychology and classroom
Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence ...
PROSPER: A New Framework for Positive Education
Positive psychology is the study of the conditions and processes that contribute to optimal flourishing in people, groups and organisations. This paper outlines the PROSPER framework, an organising tool for the implementation of Positive Education, a relatively new direction which represents the application of Positive Psychology research to educational contexts.
Positive Education: Theory, Practice, and Evidence
Positive education considers academic achievement and wellbeing, and character strengths as equally important components in the development of life and educational outcomes of students. Each of the three core element has been well documented in previous literatures. For instance, character strengths are a family of positive dispositional ...
The Center for Positive Education
Positive Education empowers teachers to build stronger relationships. Fisher (2015) Help students attain their highest academic potential The emphasis on Positive Psychology interventions in education increases engagement, creates more curious students, and helps develop an overall love of learning. Students associated goals positively with ...
The Positive Education Model
Positive Education is based on the premise that what we do matters - that experiencing positive mental health and wellbeing in adolescence, along with learning skills and knowledge that help maintain this positive mental health and address mental health difficulties, will contribute to becoming a fully engaged young adult in society. This was ...
PESA: Positive Education Schools Association
Positive Education is an approach that weaves the research from Positive Psychology and wellbeing science, into schools. Positive Education teaches young people the skills they need to support and manage their mental health and wellbeing, assisting them to make a successful transition into (and to maintain) a healthy adult lifestyle.
Expanding Perspectives, Leading Positive Change
Expanding Perspectives, Leading Positive Change. The Intellectual Contribution Award recognizes graduating Ed.M. students (two from each master's degree program) whose dedication to scholarship enhanced HGSE's academic community and positively affected fellow students. All recipients were nominated by their classmates based on who inspired ...
Home
Since 1971, Positive Education Program has been supporting young people to overcome and thrive. PEP provides services - both direct and consultative in nature - for children challenged by complex developmental trauma, mental health issues and autism, their families and the professionals who support them. Learn More.
PEC
The Positive Education Certification (PEC Program™) is a 64-hour training program consisting of 32 live hours, pre-recorded online learning and ready to plug and play tools. Drawing on the tenets of wellbeing science including Positive Psychology, Positive Education, Neuroscience and Integrative Health, students are equipped to build positive ...
EWU Online M.Ed. Teaches the Benefits of Positive Reinforcement
Positive reinforcement is a method teachers use to encourage good behavior in kids. This approach involves giving rewards or praise when children do something right, creating a happy and motivating atmosphere for learning. As kids get used to doing good things, they might not need as many rewards. Teachers slowly give fewer rewards over time ...
New Report Finds Positive Effects of Career and Technical Education on
A new report finds that students who participated in career and technical education (CTE) programs in high school were more likely to be employed after high school than similar classmates who did not participate in CTE. The report, "What We Know About the Impact of Career and Technical Education: A Systematic Review of the Research," was produced by experts from AIR through the federally ...
Education And AI: A Collaborative Approach
AI's Positive Impact On Education. Let's explore how AI is impacting learning positively: 1. Personalized Learning. Traditionally, teaching caters to a general audience, but AI can tailor the experience to individual needs and preferences. This is achieved through powerful algorithms that adjust to a student's performance, learning pace, and ...
PDF Positive education: positive psychology and classroom interventions
Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school.
Bratsk
The city's rapid development commenced with the announcement in 1952 that a dam and hydroelectric plant would be built at Bratsk on the Angara River. Town status was granted to Bratsk in 1955. [4] The city of Bratsk was formed from separate villages, industrial and residential areas according to a 1958-61 masterplan.
National Institute of Neurological Disorders and Stroke
National Institute of Neurological Disorders and Stroke
Bratsk Hydroelectric Power Station
The Bratsk Hydroelectric Power Station (also referred to as The 50 years of Great October Dam) is a concrete gravity dam on the Angara River and adjacent hydroelectric power station.It is the second level of the Angara River hydroelectric station cascade in Irkutsk Oblast, Russia.From its commissioning in 1966, the station was the world's single biggest power producer until Krasnoyarsk ...
Rotary Club of Williamsport welcomes next class of Junior Rotarians
The Rotary Club of Williamsport welcomed the 141st class of Junior Rotarians during its annual awards presentation at the Genetti Hotel earlier this week. "One day at a time, one good work at a ...
Strategic Education (STRA) is on the Move, Here's Why the Trend ...
STRA is quite a good fit in this regard, gaining 26.6% over this period. Moreover, STRA is currently trading at 95.1% of its 52-week High-Low Range, hinting that it can be on the verge of a ...
5G Examples, Applications & Use Cases
IBM Cloud Satellite® lets you deploy and run apps consistently across on-premises, edge computing and public cloud environments on a 5G network. And it's all enabled by secure and auditable communications within the IBM Cloud®. A look at the applications and use cases that 5G is enabling to transform the world.
Bratsky District
OKTMO ID. 25604000. Bratsky District ( Russian: Бра́тский райо́н) is an administrative district, one of the thirty-three in Irkutsk Oblast, Russia. [1] Municipally, it is incorporated as Bratsky Municipal District. [7] It is located in the northwest of the oblast. The area of the district is 33,660 square kilometers (13,000 sq mi ...