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Positive Education

In recent years – and especially since the pandemic – there has been growing attention, from various perspectives, to the question of how schools can help students develop not only academic skills and knowledge, but also the personal capacities that enable them to live happy and successful lives. How can we help them to truly flourish, both during their school years and beyond?

Martin Seligman coined the term Positive Education, inspired by the field of positive psychology, the science of what helps people to thrive.

This is about finding a balance between “the skills of achievement and the skills of well-being.” How can schools pay more attention to developing, for instance, perseverance, optimism, awareness of one’s own strengths and talents, the ability to build positive relationships, and a sense of personal purpose – both inside and outside the classroom?

When it comes to shaping Positive Education in classrooms or schools, we see a variety of approaches. Some schools focus on specific interventions or dedicated subjects. For example, a secondary school in Amsterdam introduced an elective course in psychology, with great success. Students loved learning about topics like group dynamics and anxiety disorders. Much of what they encountered in class helped them better understand questions and challenges they faced themselves as adolescents. Other schools experiment with mindfulness, yoga, or talent workshops.

At the same time, many educators recognize that every teacher has something to contribute in this area, and that students benefit most when attention to well-being is woven into academic subjects. Some schools are therefore developing integrated curricula. One school, for instance, created a year-long English program built around the theme of gratitude. Students improved their English speaking and reading skills, but because the lessons and assignments were often connected to gratitude (for example, writing a letter to someone they feel grateful for), they also developed insight and competencies related to well-being.

A step further are the schools that embark on a whole-school approach, a collective journey of exploration and discovery. They begin with the teachers and involve every element of the school: its climate, physical environment, ways of working together, and relationships with parents. This approach is more transformative and demanding, but over time, it seems to have the most lasting impact.