Positive psychology needs to be administered to

Positive education is about integrating flourishing –
positive emotion, engagement, relationships, meaning and accomplishment – with
traditional learning of literacy and numerals. Positive education,
incorporating positive psychology along with traditional skills can help
schools develop and maintain optimal functioning of students and staff. According
to Seligman, schools are the best places to teach positive psychology as
students spend a considerable time there. Positive psychology is defined as an
umbrella term combining theory and research in relation to what makes life
worth living (Noble and McGrath, 2008). Schools from time immemorial have aimed
for academic excellence by developing critical and analytical thinking to
showcase their success. However more number of schools are now acknowledging
the importance of developing children in a holistic way, strongly focussed on
their well-being. This is mostly in agreement with the growing statistics of
psychological downheartedness amongst adolescents. Studies have revealed that
the increase in life satisfaction of people is not matched with the socio-
economic growth achieved by nations. Schools are expected to play a major role
in preparing young people for adulthood, educating them on the research and
application of positive well-being, thus hopefully reducing the incidence of
depression. By introducing positive interventions like PRP, the early signs of
depression can be identified and lowered.

Positive education targets the key strengths of a student to
produce positive and reliable improvements in their well- being. A positive
well- being results in improved learning, broader attention, creative and
holistic thinking. It helps fostering individual strengths such as resilience,
gratitude, building relationships, character strength and being reflective
about good things which in turn make students more successful. Understanding
the factors that help them thrive and flourish will have a long-lasting impact
and change of student behaviour. Inducing flow in a classroom setting can
definitely improve engagement, general mood and learning experience. Teachers
need to practice the skills derived from positive psychology in their lives and
pass on the knowledge directly or indirectly to students through role modelling
or direct teaching. Using age appropriated materials and practices, the
curriculum rooted on positive psychology needs to be administered to students.

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I would end my thoughts by quoting McQuaid: “My vision is
for children to receive an education that teaches them how to flourish
intellectually, emotionally, socially and physically. For this to happen, they
need to be a part of an education system that is flourishing—where leadership
teams feel challenged and supported, where teachers feel engaged and
appreciated, and parents feel confident and empowered”.