THE FOUR KEY PROCESSES TO IMPLEMENTING AND SUSTAINING POSITIVE EDUCATION

GGS Model of Positive Education

As we move to the outside ring of the GGS Model for Positive Education, we find the repeated processes Learn, Live, Teach and Embed.  These four fundamental processes bring our Model to life. We provide opportunities for the staff and the parents in our community to learn the key principles of Positive Education. We then endeavour to live according to and model these principles.  We explicitly and implicitly teach related topics of wellbeing to our students. Finally, we then endeavour to embed the principles within our whole school practices and policies.

Learn It: Sharing opportunities as a whole-school community to understand and engage with the science of wellbeing.

Live It: Enacting evidence-based wellbeing practices in our own way in our own lives.

Teach It: Providing students with dedicated time to discover and explore each of the key domains of wellbeing.

Embed It: Adopting long-term, school-wide policies and practices which support and nurture wellbeing within individuals and within the community.

As a school community embarks on implementing Positive Education, pertinent questions to ask could include: What do we want to learn about first?  How can we help our parents to learn about it? What are the times when our community is at its best; living the principles of Positive Education?  How do we most effectively manage mistakes?  Can we find time within the existing timetable to explicitly teach Pos Ed?  How can we help our teachers implicitly teach elements of wellbeing within their curriculums?  How can we mentor our students on their personal wellbeing journeys?  Should wellbeing be formally assessed or measured?  What policies could we re-write through a lens of Positive Education?  What wellbeing messages are communicated through our physical environment?  And on the list goes…

The reason these processes are repeated around the outside ring of the GGS Model, is due to the ongoing iterative process that is an integral part of Positive Education.  We all continue to learn about the latest evidence from the science of wellbeing, and in recognition that wellbeing is both ‘caught and taught’ we endeavour for our community to interact with one another in such a way that nurtures wellbeing.  We continue to fine tune our explicit and implicit Positive Education lessons, as we trial different activities and approaches and respond to the feedback from our students.  We have made many mistakes over the past nine years as we have implemented our Positive Education programme, but each of these mistakes have provided rich insights into assisting individuals within our school community, and the wider community as a whole to flourish.

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