POSITIVE EDUCATION SKILLS AND KNOWLEDGE COME TO THE FORE IN CHALLENGING TIMES
Justin Robinson

Our
thoughts and prayers go out to the thousands of Australians whose lives have
been impacted and for many indeed devastated, by the recent bushfires that have ravaged
our country. Our respect and admiration go out to the thousands of volunteers
who have stepped up heroically in this time of need through positive action. Our
thanks and appreciation go out to the thousands of compassionate people, from
far and wide across our globe, who have expressed concern and support for their
fellow humans, for the wildlife and for our country.
The collection of wellbeing skills and knowledge that we explore through
Positive Education becomes particularly important in difficult times such as we
have experienced in Australia over the past few months. Sometimes, the name
‘Positive’ Education, leads people to misunderstand the purpose and role of our
work and to incorrectly and narrowly believe that it is simply about good
times, smiling all the time, and promoting happiness.
One of our
core beliefs about Positive Education states that ‘Pos Ed equips people
with tools to meet challenging times and situations’. In many ways the skills
and knowledge that we endeavour to teach and role-model, and then strive to
embed within the fabric of a school community, are designed to support people
through life’s inherent challenges. A wide range of Positive Education skills can be
harnessed as individuals and communities face and deal with adversity and
tragedy. As we navigate the ups and downs of life – the joys, successes,
contributions and the disappointments, difficulties, tragedies – the evidence-based
strategies underpinning Positive Education can be of great value.
Following
are eight examples of key skills explicitly explored in Positive Education that
can help us to effectively manage challenging times:
- The
character strength of effective Teamwork. Engaging respectfully with
others through listening, inquiring, leading and supporting can result in an
increased sense of belonging and coordinated actions that are greater than the
sum of the individual efforts.
- The
proficiency of Emotional Literacy. Harnessing the skills of
emotional intelligence allows families and communities to effectively
communicate how they are feeling and how they might move forward together. Accepting
negative emotions as normal in these times can also be helpful to young people.
- The
power of Acceptance and Action. Identifying factors within and
beyond one’s control can foster resilience and promote healthy future
orientated actions.
- The
skill of engaging one’s Signature Strengths. Given that our
signature strengths are essential to who we are, and that we are energized by using
them, it can be helpful to draw on these qualities in difficult times to help
light up possible pathways forward.
- The
ability to effectively Seek Help. Recognising times, now and in
the future, when we can ask for support from others provides us with
additional resources, normalizes the help-seeking behavior and provides
opportunities for others to feel helpful.
- The
intentionality of performing and receiving Deliberate Acts of Kindness.
Thinking of others, making a positive contribution through words and/or
actions help instill hope and love in both the receiver and the giver.
- The
capacity to spot Character Strengths in Action. Whether looking
out for actions of Humanity, which include the strengths of kindness, love and
social intelligence, or whether looking out for actions of Courage, Wisdom or
Transcendence can assist us to accentuate the positive in trying
times.
- The
clarity of staying true to one’s Core Values. Remembering and
revisiting core values can help guide behavior and help us feel grounded in
times of uncertainty.
Geelong
Grammar School’s aspirational character
is encapsulated in three words: Compassion, Courage and Curiosity. We will support our community to call upon these virtues to help navigate their way through
these challenging times and to assist with caring for others facing significant
loss and hardship.
We
endeavour to draw on the virtue of Compassion as we seek to understand
the experience of those who have suffered loss in the bushfires. Compassion
includes empathy, the recognizing of another being’s emotional state, but goes
a significant step further in wanting to assist in alleviating suffering. Children
and student leaders both at GGS and at schools around the country and the globe
are showing remarkable compassion as they creatively and authentically think of
ways to action their support. Thank you also to the many educators who have
reached out to our Institute with concern and compassion.
We have admired
the strength of Courage as we have watched selfless firefighters,
heroic volunteers and brave locals care for fellow humans, wildlife and
property. It is in moments like this when we remark on the resilience of
individuals and communities.
And we hope
the quality of Curiosity comes to the forefront of the minds of
children, adults, leaders and politicians as we collectively seek to understand
causes and possible solutions. As a community we will seek to deeply understand the ongoing issues
of climate change, prescribed burning and emergency management.
May we all
seek to ‘Be of Benefit’ today, tomorrow and well into the future. From past
experience, we understand that community recovery is very much a marathon
rather than a sprint. It has been uplifting and heartwarming to see the
incredible support and generosity that has been on display from locals, fellow
Australians and international friends. We will continue to put our arms around
those who are dealing with loss and trauma and we hope that the skills and
knowledge explored through Positive Education can help make a difference in the
days, weeks and years to come.
Positive Education
is certainly not simply about seeking happiness. Indeed, happiness has no place
in times of devastation and loss. However, Positive Education has a role to
play in helping people cope and adapt within the environmental and natural
disaster of a bushfire. It does not attempt to mask or prevent sadness and deep
sorrow, but instead, it attempts to provide tools of purpose, perspective and possibility.
I hope that
together we can continue to prioritise developing resources and resilience in our
young people and in our communities.
Helpful
Resources

Justin Robinson
Justin Robinson is the inaugural Director of the Institute of Positive Education. As a passionate leader in the field of student and staff wellbeing, Justin has been invited to write for a number of publications and speak at conferences both in Australia and around the world.