Benefits of our Program.
One of the significant competencies students will require in the 21st century is resilience. We teach a number of skills and competencies in positive education. These topics focus on building students’ social and emotional wellbeing. We focus on developing resilience or the capacity to “bounce back” from challenging circumstances. We also teach character strengths, strategies to manage thinking traps, coping and problems solving skills.
What are the benefits of positive education programs?
Our positive education program takes into account the science of many other researchers. Recent findings summarised by Gregory Park (2013) on the benefits of teaching wellbeing have shown:
- Using one’s signature strengths in a new way increased happiness and decreased depression for six months (Gander, Proyer, Ruch, & Wyss, 2012).
- Self-control predicted high school grades, absences, and at-home study habits better than IQ (Duckworth & Seligman, 2005).
- Self-control predicted homework completion, classroom conduct, and report card grades in a longitudinal study of over 500 middle school students (Duckworth et al., 2012).
- Individuals’ levels of grit—perseverance for long-term goals—predicted several forms of academically-related achievement, including grades at top US universities, retention in elite military academy classes, and ranking in a national spelling competition (Duckworth et al., 2007).
- Character strengths of the mind (e.g., self-regulation, perseverance, love of learning) were predictive of school success (Weber & Ruch, 2012b).
- The character strengths – perseverance, love, gratitude, and hope – predict academic achievement in middle school students and college students (reported in Park & Peterson, 2009a).
- Changes in a student’s self-control predicted changes his/her school grades six months (Duckworth et al., 2010; Duckworth et al., 2011).
- Self-control predicts childhood health, too. A study of children progressing into adolescence found that self-control was an important protective factor against becoming overweight (Tsukayama et al., 2010).
- A recent meta-analysis of 213 school-based, universal Positive Education or Social Emotional Learning (SEL) programs, involving over 250,000 students, concluded that these interventions had positive effects across a range of outcomes (Durlak et al., 2011).
Dr Karen Reivich of the University of Pennsylvania
Dr Karen Reivich talks about the Positive Education and Wellbeing course that our staff will be undertaking.