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Positive education

 

​Student wellbeing is a priority at Tully State High School. The school is proactive in creating a holistic approach in developing student’s emotional wellbeing, mental toughness, social, academic and vocational abilities.

Positive education crates a platform from which students can launch into a meaningful, flourishing life.

Positive education is a strand of positive psychology. While mainstream psychology often focuses on people who already suffer from mental health issues, positive education aims to proactively increase mental resilience and wellbeing.

It can play a crucial preventative role in reducing depression, anxiety and stress within the school environment.

Students are implicitly explicitly taught lessons each week, based around the 6 domains of positive relationships, positive health, positive engagement, positive accomplishment, positive purpose and positive engagement.

The aims of positive education:

  • To increase the experience of positive emotions in our students
  • To encourage students to engage their signature strengths for personal and community goals
  • To engage students to live meaningful lives to find purpose and make a difference to our communities at large.

The implicitly programme comprises seven over-arching topics that are explored from grade 8-12:

  • Emotion
  • Gratitude
  • Strengths
  • Creativity
  • Self-efficacy
  • Resilience
  • Mindfulness

The explicitly positive education programmes taught in year 8-12, teach students the following skills – which have been developed through scientific study – to help them to tackle life’s challenges.

  • Thinking and explanatory styles
  • Thinking traps
  • Detecting icebergs
  • Challenging beliefs

Tully state school passionately believes in the importance of student and staff wellbeing. The high prevalence of depression among young people worldwide, the well documented small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for wellbeing should be taught in school. There is substantial evidence from empirical studies that skills to increase resilience, positive emotion, engagement and meaning can be successfully taught to schoolchildren and achieve meaningful outcomes.

"The time has come for a new prosperity, one that takes flourishing seriously as the goal of education and of parenting. Learning to value and 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."

Professor Martin Seligman (Flourish, 2011, p.97)