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Seligamn Positive Education Worldwide
Seligamn Positive Education Worldwide
Seligamn Positive Education Worldwide
Chapter 4 53
Positive Education
Martin Seligman
Zellerbach Family Professor of Psychology
and Director of the Positive Psychology Center
at the University of Pennsylvania
The committee that produced this report consisted of the authors and Dr. Abdulla
Al Karam, Knowledge and Human Development Authority of Dubai, Professor Kai
Ping Peng, Tsinghua University, Sir Anthony Seldon, University of Buckingham,
and Professor Lea Waters, The University of Melbourne. The members wrote drafts
about PE in their regions of the world but were not responsible for the report as
a whole. We are grateful to all of the following people who provided information
about their projects: Hector Escamilla, Angela Duckworth, Donald Kamentz, Roger
Weissberg, Justin Robinson, Mathew White, Yukun Zhao, Emily Larson, Jo Maher,
Ye Hong, David Cooperrider, Steve Leventhal, and Tal Ben-Shahar.
Schools are the primary place where the values “happiness.” Second, measures of unhappiness,
of a culture get instilled in young people. To the typically depression and anxiety. Third, measures
extent that teachers convey pessimism, distrust, of academic success.
and a tragic outlook on life, their students’ world-
There are a number of validated ways of
view will be thus fabricated. To the extent that
disaggregating measures of happiness or
teachers transmit optimism, trust, and a hopeful
well-being, both for adults and children. The
sense of the future, this will positively influence
most widely used one for adults is the satisfaction
their students’ perception of the world. The
with life scale (Diener, Emmons, Larsen, & Griffin,
theme of this entire volume is that hope, trust,
1985), but this is not used often with school
and happiness cause better well-being, and so
children with one noteworthy exception: The
the guiding hypothesis of Positive Education
Organisation for Economic Cooperation and 54
(“PE” hereafter) is that positive schools and
Development’s (OECD) 2015 Programme for
positive teachers are the fulcrum for producing
International Student Assessment (PISA) included 55
more well-being in a culture.
life satisfaction measures in the core items of its
This chapter reviews the state of PE across global exam, which the OECD conducts every
the globe as of the end of 2017. Throughout three years in over 70 countries. Another way to
the chapter we underscore the components of slice the happiness pie is between hedonic (felt
what we consider the best practices: rigorous pleasure) and eudaimonic (purpose-oriented)
ongoing evaluation, analyses of effect sizes and well-being (Ryan & Deci, 2001). PERMA (Seligman,
intervention duration, cultural adaptation of 2011) is an acronym for Positive emotion,
evidence-based interventions, treatment fidelity Engagement, Good relationships, Meaning, and
measurements, and the promotion of teacher Accomplishment and is measured in children by
empowerment and creativity to refine local EPOCH (Kern, Benson, Steinberg, & Steinberg,
interventions. 2016) and in adults by the PERMA-Profiler (Butler
& Kern, 2016) and by Comprehensive or Brief
Here is the outline. First, we define “Positive
Inventories of Thriving (Su, Tay, & Diener, 2014).
Education” and so limit this chapter’s scope to
programs and schools that teach validated PE Unhappiness is typically measured by depression
interventions and measures. Second, we discuss inventories: the Children’s Depression Inventory in
the interventions and measures most commonly children (Kovacs, 2004) and the Beck Depression
used. Third, we survey the spread of PE across Inventory or Center for Epidemiologic Studies
the world alongside evidence that PE increases Depression Scale in adults and analogous anxiety
the traditional goals of schools (literacy numeracy, inventories for children and adults (Beck, Steer, &
and science) as well as building well-being. Brown, 1996; Radloff, 1977). While lowering
Finally, we discuss some serious cautions as well depression and anxiety is a goal of PE, it should
as guidelines for the future. be noted that unhappiness in the sense of
depression and anxiety does not exclude happiness
(the correlation is much lower than -1.0 (Rezaee,
What is Positive Education? Hedayati, Naghizadeh, Farjam, Sabet, & Paknahad,
2016)) but rather it merely hinders happiness.
The goal of PE is to produce both well-being as
Hence decreasing pathology is an important,
well as to forward the traditional outcomes of
albeit incomplete, goal of PE.
schooling. This goal is too broad, however, since
many programs and many schools have such a Academic success measures are typically
goal. To make our review wieldy and useful, we national standardized exam scores or grade
will limit the scope of PE to schools and programs point averages.
that actually measure outcomes and also use a
Interventions. We limit the scope of the
replicable set of validated interventions to
programs we review below to those that use
achieve those outcomes.
several of the following reasonably well-validated
Measures. Three kinds of measures are important interventions (for meta-analyses of positive
for evaluating PE. First, measures of “happiness,” interventions and their validation, see Sin &
which must be decomposed into elements Lyubomirsky, 2009 and Boller, Haverman,
less vague than the highly ambiguous term, Westerhof et al, 2013):
Global Happiness Policy Report 2018
•W hat Went Well (Seligman, Rashid, & Parks, the Bhutanese Ministry of Education’s explicit
2006). In this intervention students record mission is to “Educate for Gross National
typically three events that went well today Happiness.” The Bhutanese Ministry of Education
and why they went well. collaborated with the Positive Psychology Center
• Gratitude Visit (Emmons, 2007). Students at the University of Pennsylvania to co-develop a
write a letter of gratitude and read it to the GNH Curriculum that targets ten positive “life
source. skills,” including many in the list above, for
• Active, Constructive Responding (Gable, Reis, secondary school students (grades 7 through 12).
Impett, & Asher, 2004). Students learn to The curriculum taught these skills in a 15-month
respond constructively to another person’s stand-alone course and imbedded them in
victories. existing academic subjects.
• Character Strengths (Peterson & Seligman,
All principals and teachers from 11 treatment
2004). The students identify and use good
schools received training during a 10-day GNH
character and their signature strengths in a
Curriculum training retreat. The trainers were
new way.
psychologists from the University of Pennsylvania
• Best Self (Roberts, Dutton, Spreitzer, Heaphy,
and nine trained staff members from Bhutan’s
& Quinn, 2005). Students write about their
Ministry of Education; a training manual (Educating
best selves and proudest moments.
for GNH) was used. The trainers taught principals
• Meditation and Mindfulness (Davidson et al.,
and teachers how to practice and how to teach the
2003). Students practice one or more of the
ten life skills. Teachers were also trained to infuse
various mediation and mindfulness techniques.
their academic subjects (e.g., math, science,
• Empathy training (Bryant, 1982). Students
reading) with the ten life skills. Literature, for
learn about and use empathy techniques.
instance, was taught through a “GNH lens” by
• Coping with emotions (Deci & Ryan, 2010):
identifying strengths and virtues in characters from
Students identify, understand, and manage
novels and by encouraging students to use these
their emotions, particularly positive emotions.
strengths in their daily lives. Further, all students in
• Decision-making (Albert & Steinberg, 2011).
the intervention group participated in botany
Students learn to choose the best action
practices in organic gardens in every one of the 11
plans from available options.
school campuses. They learned to plant, grow, and
• Problem-solving (Steinberg, 2014). Students
harvest vegetables and other foods. By studying
use effective heuristics to solve theoretical
the plants’ physiology, genetics, ecology, classifica-
and practical problems.
tion, structure, and economic importance, students
• Critical thinking (Marin & Halpern, 2011).
learned how to interactively apply what they were
Students conceptualize, synthesize, apply,
learning in their biology, chemistry, physics, and
and evaluate information as a guide to beliefs
mathematics classes to their botanic practices.
and actions.
Furthermore, through the complex process of
growing different plants with their fellow students
and understanding the role of food in the larger
Positive Education across the Globe local and national economic system, they learned
to practice critical thinking, creative thinking,
Asia
decision making, and problem-solving skills.
Bhutan. We begin with Bhutan because the first
In the classroom, teachers learned how to give
solid evidence that PE simultaneously increases
students verbal and written feedback in a way
well-being and national standardized exam
that empowered and motivated them to enhance
performance emerged there (Adler, 2016).
the quality of their work. Teachers learned the
Bhutan is a small Himalayan country with fewer
importance of identifying and noting what
than one million inhabitants, and it uses Gross
students were doing right in their classwork,
National Happiness (GNH) rather than Gross
instead of only highlighting what they were
Domestic Product (GDP) to assess national
doing wrong, which is typical of pedagogical
progress and to drive public policy (Ura & K. Galay,
practices in most secondary schools. The 11
2004). In line with this, Bhutan has organized its
schools in the treatment group implemented the
education system around the principles of GNH;
GNH Curriculum from June 2012 to August 2013.
The GNH Curriculum significantly increased An upward shift of 0.53 standard deviations
adolescent well-being (as measured by the (SDs) in standardized exam performance means
EPOCH scale) in treatment schools, compared to that, on average, students who were performing
control schools (Cohen’s d = 0.59, t(16) = 3.54, at the 50th percentile before the intervention
P=0.002). The difference between treatment performed at the level of students in the 60th
schools and control schools remained significant percentile after the 15-month intervention. That is
one year after the intervention ended. roughly equivalent to a gain of a full academic year.
Many other of Dubai’s private schools already with Positive Education, using “21st skills” together
have well-developed programs in place to with the most virtuous of Islamic values to
support student well-being. These programs fit promote equality, progress, and societal thriving.
across Australia’s Institute of Positive Education They have chosen to plant the seeds for a new
model (Learn It, Live It, Teach It, Embed It) that future, with 2030 as the ambitious year by which
brings positive education to life in a school and the transformative investments they make in
places well-being at the heart of education Positive Education, starting in 2018, will bear
(Hoare, Bott, & Robinson, 2017). fruits for a new generation of young, productive,
ethical adults. The Positive Psychology Center of
•L earn It: A number of workshops by
the University of Pennsylvania will be partnering
members of IPEN, such as the Institute of
with the Ministries of Education of both the
Positive Education in Australia and Action
KSA and Jordan to cultivate the whole-nation
for Happiness in the UK have been delivered
Positive Education initiatives that these two
for parents and schools in Dubai to over
leaders are pioneering.
500 teachers.
•L ive It: For example, one school has
Israel
developed a mindfulness and well-being room
to help students mentally and emotionally by Israel is a natural laboratory for the study of
focusing on positivity. The room has smart traumatic and post-traumatic reactions. Continuous
tablets loaded with guided meditation exposure to high levels of inter-group violence
routines and a gratitude tree for students to and hostilities that characterize the Israeli-
display what they are thankful for. The Palestinian conflict has turned the country into a
#100DaysOfPositivity initiative, designed test bench for examining psychological responses
by the National Programme for Happiness to stress as well as for developing psychological
and Positivity in collaboration with KHDA, interventions aimed at increasing individual’s
encouraged schools to do something positive resilience and coping skills (Slone & Shoshani,
every day for 100 days and share it on Twitter 2014a). Research has focused on the detrimental
and Instagram. effects that exposure to high levels of conflict,
•T each It: Approximately 30% of Dubai private war, and political violence have on Israeli and
schools have now allocated full time staff to Palestinian children’s psychological functioning
focus on student and teacher well-being. and well-being (Slone & Shoshani, 2014b). At the
•Embed It: A Mindfulness Collective convenes same time, research has relied on the insights and
at least 15 schools on a regular basis to knowledge coined in positive psychology in order
collaborate and share existing programs in to develop effective interventions against
schools, collect evidence to demonstrate best stress-related emotional problems.
practices, and provide support for schools
One example of these positive psychology
who would like to implement mindfulness
interventions is the Maytiv program for teachers
programs in the future.
and students in preschools and elementary,
Positive Education in the UAE is viewed as an mid-level, and high-level schools (Shoshani &
important contributor to the overall happiness Slone, 2017; Shoshani & Steinmetz, 2014;
of the nation. This will help to fulfil the remarks Shoshani, Stenmetz, & Kanat-Maymon, 2016).
made by His Highness Sheikh Mohammed bin This program was developed by the Maytiv
Rashid al Maktoum that: Center (Hebrew for “doing good”; www.maytiv.
com), an international academic center for
“Yes, we seek to make people happy, and making
research and practice in positive psychology, and
people happy will be our objective and mission
has served over 5,000 teachers and 200,000
until it becomes a permanent and deep-rooted
children and adolescents in the Israeli educational
reality” (Al Maktoum, 2017).
system during the last seven years. Each year,
this program is implemented in about 100
The Kingdom of Saudi Arabia (KSA) and Jordan
schools and preschools in Israel.
The Crown Prince of the KSA, Mohammad bin
Examples of practices include teachers calling
Salman, and the King of Jordan, Abdullah II, have
student’s parents to say a kind word about their
the joint objective of infusing their two countries
child and to tell them how their child helped showed statistically significant decreases
someone that day, participated well in class, or in depression and anxiety symptoms in the
even just that he/she is a lovely child; assigns intervention group, whereas psychiatric symptoms
at entrances that contain quotations like, “Love in the control group increased significantly. The
without thinking about what you will get in intervention also strengthened students’ self-
return;” classes that begin with each student efficacy, self-esteem, and optimism only in the
describing something good that happened to intervention group but not in the control group.
him or her the day before; report cards noting
The second study implemented a within-school
the child’s character strengths; teachers who
randomization of 70 classrooms (2,517 students)
personally mentor students in achieving their
in six middle schools that were randomly assigned
scholastic, social, and emotional goals; walls
to intervention and control groups (Shoshani et 60
decorated with posters that express positive
al., 2016). Although the emphasis in the Maytiv
messages; and math, language, and history
program is on emotional and social aspects, 61
classes that incorporate positive role models
findings also indicated that the program had a
and messages that encourage investment,
significant positive impact on the students’
perseverance, and grit in studying.
scholastic achievement as expressed in their
These examples epitomize the types of positive grade point averages (GPAs]. Moreover, students
psychology-based practices that children and participating in the program, compared to
their teachers experience in hundreds of schools control students, exhibited a significant increase
involved in the Maytiv program in the Israeli in their self-efficacy, learning investment (studying
educational system. Maytiv was founded in 2010 for tests, preparing homework), school belong-
at the Interdisciplinary Center (IDC) Herzliya, ingness, positive emotions, and quantity and
Israel by four psychology scholars: Dr. Tal Ben quality of social ties with peers.
Shahar, Dr. Ariel Kor, Prof. Mario Mikulincer, and
Dr. Anat Shoshani. Australia
this was made possible by Professor Martin latest science of positive psychology, resilience,
Seligman and his training team living at GGS for and well-being. The School has used a whole-
six months in 2008. The Institute has delivered school, evidence-based approach towards PE.
courses and supported schools in every state This involves three targeted areas:
and territory of Australia, and, increasingly, is 1. S
trategy. The School has included well-being
delivering trainings in Asia, Europe, and the as a central part of its strategic plan since
Middle East. 2011. The school uses the PERMA model of
well-being: positive emotions, engagement,
Since 2012, it has been a condition of employment
positive relationships, meaning, and accom-
at GGS that all existing employees and any new
plishment, as a guiding framework. Flourishing
employee to the school participates in a three-
arises from these five elements, which are
day residential, immersion course to ensure a
underpinned by character strengths.
common knowledge and common language is
2. Intervention. The School aims to build an
maintained across the school. All parents at GGS
evidence-based culture of well-being, which
are also made aware of the principles of PE, with
specifically targets students, staff, and
more than 200 parents choosing to participate in
parents. All employees receive ongoing
the annual two-day training courses delivered by
training in positive psychology. Specific PE
the Institute.
programs have been implemented into the
Students at GGS have participated in the current curriculum, co-curricular activities, staff
curriculum which consists of more than 250 training, leadership, and other aspects of the
explicit lessons, totaling more than 200 hours of school’s culture.
curricular content. The University of Melbourne 3. Parents. Scientifically informed workshops
has recently completed an independent, three- for parents are now being offered, to further
year longitudinal study of the effectiveness and support the well-being of the community.
impact of the GGS Positive Education program. 4. Measurement. A defining component of
• Year 9 students within the GGS Positive SPSC’s approach involves measuring and
Education program, relative to control documenting the process and impact of
students, experienced significantly improved PE efforts.
mental health (decreased depressive and
By 2017 over 8,500 students have now studied at
anxiety symptoms) and well-being (e.g., life
least 4 to 5 of PE programs. An entire generation
satisfaction, positive emotions, engagement,
of boys has gained preventative skills for mental
and meaning).
health and character development. St Peter’s
• Year 10 students showed significant increases
College now teaches positive education classes
in levels of growth mindsets, meaning, and
once a week from ELC through Year 10.
hope compared with control students and
significantly higher levels of well-being, social In 2016, 934 students (year 5-12) completed a
relationships, heart rate variability, and third well-being survey. Students continued to
physical health at the end of the school year. score highly in most areas. However, it is clear
• Over the three-year study, GGS students, that they are now more accepting of admitting
relative to comparison students, reported when they are not doing well, enabling them to
significantly higher levels of life satisfaction, get the help they need to feel and function
happiness, gratitude, and perseverance better. Discussing mental health and well-being
is now seen as the ‘new normal’ for boys at St
St Peter’s College – Adelaide, South Australia,
Peter’s College. Students are expressing the
Australia.
growing sense of responsibility to look out for
Established in 1847, Australia’s St Peter’s College
one’s “mates” and to ask for help when needed.
– Adelaide (SPSC) is one of the world’s leading
schools for boys aged 3 – 18 years. Under the Building Resilience is the result of a partnership
Headmastership of Simon Murray, SPSC integrated between the Victorian Government and the
Positive Education into all aspects of school life. University of Melbourne, led by Professor Helen
Cahill and launched in 2015 under the Government’s
In 2012 and 2013, St Peter’s College partnered with
strategic plan to reduce alcohol and drug use in
the Positive Psychology Center at the University of
students. Building Resilience provides teachers
Pennsylvania to train all 250 employees in the
with an online portal of activities and resources the program with high quality had higher
designed to help students make good decisions academic performance of up to 6 months’
when faced with life’s challenges. Although the worth of schooling compared to schools that
framework focuses more on reducing negative implemented the KidsMatter program poorly
states (i.e., drug and alcohol use), a closer look (Dix, Slee, Lawson & Keeves, 2012).
shows that the program incorporates numerous
positively-oriented topics including positive Measuring Student Well-being
relationships, optimism, strengths, social-emotional
The Wellbeing Profiler was developed by
learning and mindfulness. The framework is
researchers at the Centre for Positive Psychology,
being used in schools in the State of Victoria
University of Melbourne, led by Dr Tan Chyuan
with from prep to year 12 students.
Chin and Professor Dianne Vella-Brodrick. The 62
The Visible Wellbeing framework was launched Wellbeing Profiler is a 30-minute online survey
in 2015 by Professor Lea Waters. It is a whole- administered in schools on the six domains of 63
school framework based on six key pathways youth well-being of physical, psychological,
that can be taught in schools: 1) strengths; 2) cognitive, social, economic, as well as emotional
emotional management; 3) attention and aware- well-being and strengths. The Wellbeing Profiler
ness, 4) relationships; 5) coping; and 6) habits has measured the well-being of over 20,000
and goals. Australian students and has partnered with 61
Victoria schools.
Visible Wellbeing has three key goals: 1) building
student well-being; 2) enhancing student learning
Positive Education Associations, Conferences,
and 3) building well-being for staff and faculty.
and Research Centers in Australia
The program involves all staff and faculty receiving
The major association in Australia is the Positive
professional development run by trained facilitators
Education Schools Association (PESA), which
at school, combined with ongoing coaching, an
was formed in 2012. Mr. Simon Murray is the
on-line portal, student activities and a Visible
Chairman of PESA, Anne Johnstone, head of the
Wellbeing survey to track the well-being of both
Ravenswood School is vice-chair. and Professor
the students and adults in the school (http://
Lea Waters is the Ambassador. PESA aims to
www.visiblewellbeing.org/).
facilitate collaboration amongst teachers, students,
Visible Wellbeing training has been delivered in researchers, and practitioners of well-being and
Australia, New Zealand, Hong Kong, and Canada positive psychology across all aspects of school
reaching over 25,000 students and more than life. PESA now has over 1,000 members from
3,500 teaching and non-teaching staff. Empirical more than one hundred schools all across
testing of the impact of Visible Wellbeing is Australia (Public/State Schools, Parochial/
currently being evaluated; pilot testing showed Catholic Schools, and Private Schools).
significant, positive results.
The Australian Positive Psychology and
KidsMatter and MindMatters was developed in Well-being Conference has been running biennial-
2006 and offers whole-school mental health ly for the past ten years and has been hosted by
frameworks to primary and secondary school Sydney University, Monash University, Wollongong
students. The aim of the ‘Matters framework’ is University, Melbourne University, and the South
to teach students the skills to build engagement Australian Health and Medical Research Institute,
and connectedness. The program is nation-wide respectively. The Australian Positive Education
and is funded by the Australian Government’s Summit was run biennially from 2008-2014
Department of Health together with partnerships co-hosted by Sydney University and The Positive
with the Australian Psychological Society, Principals Psychology Institute. With the advent of the
Australia, and Australian Rotary Health Positive Education Schools Association, this
(https://www.mindmatters.edu.au/ conference was taken over by PESA in 2014 and
https://www.kidsmatter.edu.au/primary). is now run annually.
An evaluation of the KidsMatter framework by Australia has two major research centers that are
university researchers across 96 schools in promoting the science of Positive Education
Australia found that schools that implemented both nationally and internationally: The Institute
Global Happiness Policy Report 2018
Teachers Trained Students Impacted Evaluation of Program Parents Trained Money Spent on
Training + RCTs
Note. From Morrison & Schoon (2013) “The Impact of non-cognitive skills on outcomes from young people:
Literature review.,” Institute of Education.
character education, totaling approximately £10
million and reaching 1,000 schools and 65,000
children (Education Endowment Foundation, 2017).
Changing Mindsets A test of Dweck’s theory of ‘growth mindset,’ which suggests that intelligence is a
Portsmouth University malleable quality that can be improved through effort, not a fixed entity. This project
will evaluate two models: teacher delivery and university students teaching primary
school pupils about growth mindset theory.
Engage in Education A project providing small group and one to one support for pupils in Years 9 and 10 at
Catch22 high risk of exclusion. Targeted pupils receive training in areas such as emotional
literacy and communication, with the aim of improving behavior, attitudes to learning
and school engagement.
Improving Talk and A project that aims is to develop confident, articulate speakers, and to improve
Listening School21 & classroom talk in order to foster better thinking and attainment by giving speaking the
Cambridge University same place in the curriculum as reading and writing. The project will develop a set of
interventions that schools can use to boost pupils’ speaking skills.
Youth Social Action Trial A project in secondary schools that encourages children to undertake challenging
Secondary Youth United activities, volunteer in the community, and learn new skills. This project will test how
Foundation far such extra-curricular activities impact on engagement, attainment and non-cogni-
tive skills such as motivation, confidence and team-working.
Promoting Alternative A primary school project that covers topics such as identifying and labelling feelings,
Thinking Strategies controlling impulses, reducing stress, and understanding other people's perspectives.
Manchester University
The Good Behaviour A project that aims to improve behavior in primary school, particularly by encouraging
Game Mentor good group behavior, and self-control. This study builds on promising evidence from a
Foundation UK trial in the US, which found attainment, improved levels of progress on leaving school,
and improved health outcomes.
Global Happiness Policy Report 2018
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