An insightful article exploring the role of positive education within an early education environment. Lisa Baker, Suzi Green, Daniela Falecki
Category Archives: Articles of Interest
Barbara Fredrickson In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The “broaden-and-build theory” posits that experiences of positive emotions broaden people’s momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and
Click here to read about this Queensland school’s commitment to a Positive Education approach, focussing initially on teacher training, allowing teachers to learn about Positive Psychology and live the strategies, before rolling out the program at the student level.
University of Birmingham – The Jubilee Centre There is a long-standing educational interest in the development of character in young people from ‘marginalised’, or deprived, backgrounds. Working with 3,250 young people, this fascinating report makes three key recommendations pertaining to non-mainstream education providers and the development of their learners’ character. It is recommended that: non-mainstream
White, M. & Kern. M. L. (2017). Independence Journal of the Association of Heads of Independent Schools of Australia, Vol 42, No 2, pp. 50-54. In this fascinating article, the authors consider the impact incorporating a whole school wellbeing approach had on year 5-12 students at St Peter’s College Adelaide from 2011 – 2016. The
Well-being: ideas for healthier, inclusive and happier schools School Education Gateway (EU) This article discusses European and UK initiatives that promote the importance of well-being in schools. In particular: The European Network Against Bullying in Learning and Leisure Environments (ENABLE) Schools for Health in Europe – SHE Network MiSP (Mindfulness in Schools Project)
In this article, Auburn South Primary School Principal, Marcus Wicher, argues that values have long held centre-stage in schools as the guiding lights that lead towards the development of a positive organisational climate and culture. While these espoused values provide schools and organisations with guidance around the preferred ways to behave and act, they can
School principals generally experience high levels of stress, burn-out, physical and verbal abuse, and lower levels of wellbeing. In this article, Auburn South Primary School Principal, Marcus Wicher, argues that positive psychology therefore needs to be part of the solution to what is a very serious health and wellbeing issue for school principals and the
Teachers are under increasing pressure inside and outside the classroom, at work and at home. There is a growing need for resilience training and tools to help increase teacher wellbeing. As part of their global support for teachers, IPEN approached PESA Director and Ravenswood School for Girls Principal, Anne Johnstone, and her team of fellow
In this article, Ashely Buchanan and Margaret Kern explore the significance of mindset in shaping a future of greater possibility. One’s mindset reflects personally distinguishable attitudes, beliefs and values, which influence one’s ability to learn and lead, and to achieve and contribute. Bringing together two areas of research – a “being well” perspective from positive
In this article, Lisa Boudreau from PESA member school, A21 Academic and Athletic Private Academy, in Ontario, Canada, argues that, in the face of increased curricular expectations placed on students coupled with the rapid decrease in internal motivation, drive, or desire by students to learn, emotional agility is a predictor for future mental wellness, achievement
Professor Lea Waters explains her Visible Wellbeing approach, integrating the three separate fields of positive education, visible thinking and visible learning. This article discusses how instructional leadership, although traditionally focussing on how teacher practice can improve academic outcomes, can also be applied in assisting teachers to boost another equally important outcome for students – wellbeing.
This study examined the impact of an evidence-based within subjects coaching intervention within an Australian high school. Participants (25 female high school students aged between 15 and 16 years) showed a significant increase in wellbeing, and a significant decrease in depression, anxiety and stress.
Year 9 boys at Brisbane Grammar School are learning about mindfulness to assist them to sharpen their focus, maximise their attention, manage their impulsivity, and offer an antidote to distraction.
The Australian Learning Lecture (ALL) is a new lecture series bringing big ideas in education to national attention. Click here to read about the great results being achieved at Mt Barker High School in S.A.