Since 2014, the Institute of Positive Education has worked with thousands of educators from schools across Australia and around the world, helping them implement Positive Education programmes. This section of our website highlights how some of our past course attendees are bringing Positive Education to life in their schools.


The Institute of Positive Education has been collaborating with Fortes Education in the UAE as part of the International Positive Education Network (IPEN). The national network connects schools, governments and policy makers to raise awareness and implement Positive Education and wellbeing concepts. For the last 12 months, Fortes Education have been piloting the Institute's Positive Education Enhanced Curriculum (PEEC), which has provided them with an exciting whole-school approach to wellbeing.



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Over the past few months, Bacchus Marsh Primary School, in regional Victoria, has been piloting the Institute of Positive Education’s Positive Education Enhanced Curriculum (PEEC). With the Curriculum now available for pre-sale and garnering interest from local and international schools, we caught up with the school to hear about their experiences.




Mutual respect is an essential tenant of establishing successful relationships,reducing conflict and misunderstanding while also fostering cohesive and positive relationships. This emphasis on building respectful relationships is a fundamental component of Positive Education, and is one that has been recognised and embraced by Salisbury High School. 

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Positive Education has both influenced and reshaped the curriculum of many schools across Australia, but it extends far beyond the classroom for Northern Connections and the Northern Adelaide Positive Education Partnership. Northern Connections, a state government unit based in northern Adelaide, is implementing principles and practices of Positive Education across a region to not only improve levels of wellbeing and resilience in local schools, preschools and children’s centres, but also to extend this across the broader community to enable young people and their families to live good lives and to flourish.

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Mindfulness is helping to create an environment more conducive to learning at Lake Windemere B-7 School. Mindfulness is the act of bringing attention to an activity that is normally done mindlessly or automatically and observing the physical and emotional responses without engagement.

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 Holy Family Catholic School has recognised that the pursuit of personal development and the belief that individual qualities and strengths can be cultivated through the strategic outputs and throughputs of Positive Education, and this has been touted as a hallmark of their students’ future successes. Staff at Holy Family have found that focusing on a student’s potential to develop their intellectual capacity provides a host of motivational benefits. Rather than having a fixed identity, the students know “that talents can be developed and that great abilities are built over time. [They] believe that [their] qualities can be cultivated through [their] efforts” (Dweck, 2006). 

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Although the notion of ‘flourishing’ might sound esoteric to some, for many at Auburn South Primary School it has made a profound difference in the way the school and its teaching personnel think, live, deliver and experience education. Positive emotion, engagement, good relationships, meaning and purpose in life, and accomplishment are five endeavors identified by Dr. Martin Seligman, the father of Positive Psychology that are crucial to human flourishing. They are the essential tenants of Positive Education and are being taught at Auburn South Primary School through Positive Education strategies. 

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It has been established that teacher wellbeing, as well as favourable relationships between teachers, students and administrators is essential for optimal student learning and wellbeing (Roffey, 2012). A teacher that feels valued, respected and cared for is better equipped to cope with the stresses of their students and is more capable of providing an engaging and rewarding learning environment. Geelong High School is a co-educational government school located in central Geelong. The school motto is ‘vitae nos paret’ or ‘prepare us for life’ and the school is utilising Positive Education in pursuit of that goal.

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Mark Oliphant College’s Positive Education journey began in July 2012 when Principal Lynne Symons and Maryjane Tenison Woods, Coordinator of College Wellbeing, went to the Adelaide Thinkers in Residence Positive Psychology Conference. The school wanted to acknowledge that, whilst it is important to concentrate on literacy, comprehension and numeracy, there also needs to be a focus on the self-esteem and wellbeing of students.

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A character strengths approach to education focuses on the unique qualities of students that can be used to enhance their wellbeing, overcome challenges, and nurture relationships. Many different character strengths exist within each of us. By understanding and developing them, students can become more adept at using their own character strengths to their advantage. Understanding character strengths is an essential tenet of Positive Education and is one which has been integrated in to the existing structures of Bunbury Cathedral Grammar School. 

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Education is a collaborative process and Positive Education even more so. In order to be most effective, Positive Education should be enthusiastically embraced by staff at all levels, by the students themselves, and the school community at large. The impressive impact of this collective collaboration is demonstrated at Mount Barker High School in the Adelaide Hills. 

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