THINK (How): We considered the professional development of teachers, the buy-in process for stakeholders, and challenges encountered during implementation. The school representative noted that professional development was essential, as teachers received training on mentoring students. Initially, there were concerns from parents about the program's effectiveness, but sharing positive feedback and improvements in student well-being helped gain their support.

WONDER (Why): We wondered how well the program meets specific student needs, such as anxiety about fitting in, difficulties in making new friends, and challenges in navigating a larger school environment. The school representative shared that the program has positively impacted student engagement, with improvements in participation in activities and social interactions. They prioritize interventions based on student feedback and observed behaviors, ensuring their approach adapts to what works best for the students.

She currently lectures in the Master of Counselling at Monash University. Her research fields are in Kindness Education, Trauma-informed Healthcare Design and Emerging Therapist Supervision.

Dr Lea is also a co-founder and director of Kind Schools, a not-for-profit focused on embedding kindness qualities in educational and therapy settings, it launched in November 2022 and she is an advisory board member for Resilient Youth Australia.

She is passionate about contributing to young people's psychological wellness by implementing evidence-based, practical and supportive approaches that develop self-awareness and self-actualisation and is an advocate for the importance of the counselling and psychotherapy professions in mental health care systems.

Anne holds Bachelor of Arts, Bachelor of Laws (with honours) degrees, as well as a Graduate Diploma of Education and a Master of Applied Positive Psychology (MAPP) degree from the University of Pennsylvania, in which she achieved a distinguished capstone (thesis) award, under the supervision of Professor Martin Seligman. Anne is currently completing a PhD on applying positive psychology principles in education under the supervision of Professor Lea Waters and Aaron Jarden, through the University of Melbourne Graduate School of Education.

Anne is one of the pioneers of positive education having commenced work in this area as a recipient of a Churchill Fellowship in 2004, during which she conducted research while based at Cambridge University on how to foster resilience in learning. Anne has since led the implementation of Positive Education in three schools - as Deputy Headmistress of St Catherine's in Sydney, Principal of Seymour College in Adelaide and now as Principal of Ravenswood in Sydney.

In 2024, Anne was awarded Australian School Principal of the Year and School Principal of the Year (Non-Government) at the Australian Education Awards in recognition of her innovative leadership and exemplary work in the field of education. She has also been honoured with an Excellence Award for Principal Of The Year in the Australian Education Awards (2022, 2024), selected for The Educator Most Influential Educators (2023, 2024) and recognised on The Educator Hot List (2022, 2023).

Anne has acted as a spokesperson for PESA in the media, on matters relating to positive education, positive psychology and educational leadership. She has presented at every National PESA conference since its founding, and also at the PESA Queensland state chapter conference, as well as numerous other conferences relating to Positive Education. Anne has also helped host the national conferences and been active in supporting regional hubs such as the Upper Hunter in NSW. In addition, Anne has delivered guest seminars as part of the Certificate of Positive Education (University of Melbourne).

Dianne’s research interests include the development and evaluation of well-being programs particularly for young people in schools and for those in high performance environments. She adopts the latest technological innovations, co-design methods and biological indices to measure and promote wellbeing. She has a special interest in using biofeedback and coaching approaches to enhance wellbeing and optimize performance.

Dianne has been involved in the development of numerous well-being measures and programs including the Wuzzup app, MoodPrism, Bio-Dash and the Wellbeing Profiler and has over 100 publications. She recently published a chapter on “Demonstrating the value of workplace Positive Psychology Coaching using robust measures” in the book Positive Psychology Coaching in the Workplace.

The network seeks to improve the wellbeing of students, staff, parents, and the community by fostering capability, connection, and a supportive environment in schools.

As of August 2023, 27 government schools (21 primary, 5 secondary, 1 special development) are involved. Key achievements since the project's launch in 2016 include:

• Establishment of a HOPE (Head Of Positive Engagement) network for collaboration on Positive Education practices.

• Appointment and training of HOPE Leaders in each school.

• Enhanced wellbeing through:

  • Professional development for staff

  • Interactive workshops for students

  • Information sessions for parents

• Engagement in community events, such as the URStrong Friendology event, attended by over 600 people.

• Utilization of surveys and forums to gather student feedback on wellbeing needs, guiding future initiatives.

The project has been recognized by the Royal Commission into Mental Health for its significant progress and potential for scaling. In 2018, the Victorian Government allocated $890,000 to further advance these efforts in Maroondah and explore state-wide implementation.

She is also currently an Associate Editor for Educational Psychology, with Frontiers in Psychology.

Tan-Chyuan's formal training is in psychology and chemistry. Tan-Chyuan's PhD was in Music Psychology and she developed and published a widely sought after measure of music engagement which allows clinicians and researchers to study the impact of music use on emotional, mental and physical wellbeing.

Tan-Chyuan's research examines the enablers and contextual factors of what contributes to optimal and sustained wellbeing over the lifespan. She specializes in multi-method approaches of measuring wellbeing and engagement for program evaluation, using a combination of established and innovative techniques across physiological, psychological and behavioural experience sampling methods. Tan-Chyuan speaks regularly at major national and international conferences, has published over 30 peer-reviewed articles and chapters, as well as 18 commissioned reports for Industry, Local and State Government departments in Australia. She has worked with over 300 learning communities to assess wellbeing needs using mixed methods such as online surveys, focus groups and interviews. Tan-Chyuan's work with schools and youth organisations has reached over 90,000 young people across six countries.

SEE: As suggested from the eight categories, choose what impress you and record what you see.

THINK: Think of how the mechanisms/enablers/setup needed to support it.

WONDER: Reflect on the rationales (e.g. belief, philosophy, need, etc.) of why this happen.

By becoming the "expert," you will need to take the lead in:

• Raising questions from yourself or other groups

• Recording responses and observations

• Consolidating takeaways in any format you find helpful

• The origin story of Positive Education

• The 'Why' of wellbeing education

• Leading & pioneering wellbeing education

• Highlights and challenges

• What's next for wellbeing education

Key questions to consider:

• How might Charlie's story help me articulate my school's wellbeing 'narrative'?

• What can I learn about effective leadership of wellbeing education?

Charlie now serves as a passionate advocate of wellbeing leadership and Indigenous education. He is also the Wellbeing Leadership Consultant at The Wellbeing Distillery. 

Kate is a published Children’s Author, writing her first book in 2016, aimed at building self-belief in young people. Kate completed her Graduate Certificate of Positive Psychology at the University of Melbourne and is the current Chair of PESA NSW. She works to empower young people to be the best versions of themselves, both within and beyond the classroom.

• Overview of current HK mental health data

• Current issues facing counsellors in HK schools

• What can be achieved by wellbeing teams to support mental health?

• Take-away strategies to create and implement an effective wellbeing team

  
  

Key questions to consider:

• How well integrated are the wellbeing and mental health services in my school?

• What specific strategies might I be able to take back to support mental health specialists in my school?

• Lessons learned form leading one of the world's most comprehensive, long-term Positive Education implementations

• IPEN: Nurturing a global community of wellbeing educators

• Take-away strategies to create a sustained, high-impact whole-school Positive Education implementation

  
  

Key questions to consider:

• What are the key levers driving the success of Ravenswood's wellbeing program?

• What specific strategies / philosophies / messaging might I be able to take back to to support my school's approach to wellbeing?

• An overview of the wellbeing of Australian students

• Stories emerging from one of the the largest student wellbeing datasets in the world

• How schools are harnessing wellbeing data to implement targeted, high-impact, data-informed strategy and interventions

  
  

Key questions to consider:

• How useful / effective is the wellbeing data available my school?

• How might we access better data insights to guide wellbeing strategy and planning?

• Changing school ethos to embrace wellbeing

• Development of bespoke wellbeing framework

• Coherence across Grade levels

• Authentic leadership approach

• Language of Character

• Integration of psychological, physical, spiritual wellbeing

• Link between wellbeing and academic achievement

• Leading by example - Wellbeing Leadership

• Strategic approach to wellbeing (SD4W)

• Integration of wellbeing scope and sequence across sub-schools

• Training of staff

• Partnering of leadership, educators, and support-staff

• Embracing of different ways to teach wellbeing (HAT, B3)

1. 學校環境優越，學校亦讓學生有空間及機會去享用校園設施（操場、球場、長櫈）。

2. ⁠學校的課程及全方位學習都緊扣學校的核心價值：Respect、Curiosity、Perseverance及Compassion。從Mentor system、daily practice of wellbeing可體現其實踐。

3. ⁠學校在正向教育中特別看重學生在性格及Wellbeing的培育，因而為此建構一系列的課程框架及相關活動。

4. ⁠學校教室Setting充分突顯人性化，讓學生好像在家一般生活，提升學生對學校的歸屬感。

5. ⁠從教職員的匯報及分享，可見學校建立了一個充滿信任、具彈性及勇於擁抱挑戰的關係。

HAND (How):

1. 從學校領導方面，是否需要思考測長鬆綁為教職員創設更大的空間及自由度，互相相信對方，這才為學校實施正向教育提供有利條件。例如建立Staff Wellbeing System、考試週彈性下班時間等。

2. ⁠學校願意因時制宜，發出心力建立Character Impact program，為學生的生命帶來一次冒險的機會，當中亦包含了企業家、野外冒險及人際關係等課題供學生體驗。我們也可嘗試按自己的校情為學生提供相類似的課程？

3. ⁠我們來澳洲快要一周，聽了這樣多學者分享，亦考察不少學校，但我深信我們不是要複製澳洲的正向教育制度，因為這個制度是一個full package，缺一不可，所以我們需取用其優點，再加以發展屬於校本的正向教育課程。

HEART (Why):

1. 學校深信每個學生都有Wellbeing的需要，而當中他們都會面對困難，但學校希望校本的正向課程能幫助學生培育屬於自己的性格，並成為一個對社會有貢獻的好人。

2. ⁠透過學校課程培育學生21世紀需用的軟技巧及待人接物的同理心，惠及社會。

The school values the whole child and strives to develop self-esteem, confidence and independence. The school believe that all students need care and support as they grow towards adulthood. Students are better prepared for learning when they are happy, safe and healthy. As a caring learning community, the school promote 'norms' rather than 'rules' based upon values that will frame behaviours and responsibilities. Throughout the year, students participate in programs which practice human values, encourage a sense of personal responsibility and empower students to make conscious choices.

https://www.mullumps.vic.edu.au

Curiosity. Compassion. Community. A lead school in the Maroondah Positive Education Network, Heathmont College provides all students with the best possible foundation in life through a well-rounded education that empowers them to thrive and flourish.

https://www.heathmont.vic.edu.au

Bayswater Secondary College has experienced exciting regrowth and redevelopment in recent years. The school's values of Honesty, Excellence, Acceptance, Respect and Teamwork reflect the diverse, student centered learning program.

https://www.bayswatersc.vic.edu.au

The Maroondah Positive Education Network shows us how to co-create an engaged community to enhance the wellbeing of students, parents and teachers. The collaboration, strengths and challenges are highlighted. Importantly, we SEE what positive education can look like in government schools, and it is absolutely possible.

We SEE the importance of Structure and Visible Strategies.

THINK: Structure provides the safety and sense of control to build habits and muscle memory, The crucial foundations for learning and wellbeing education. Concrete framework and set for success to guide strategic planning and pathway decision.

In Bayswater Secondary College, we SEE a Behaviour Response Model, clearly stated “Set for Success”, “Ready to Learn”, “Minor and Major Behaviours” handling steps. THINK: It is how the Values drive behaviour management (matrix).

WONDER:

- Can we create MPEN in Hong Kong?

- How does MPEN measure and evaluate the success of their approach?

- How has the network approach helped in sharing best practices and resources among schools? How can it happen in our network?

What?

The well-being education team is inspired by the school Motto, "Dare to be Wise", and chooses to nurture students having Growth Mindset and willing to face challenges with ROAR approach.

How?

Every school day has 10 minutes for each House's teacher as a tutor to take care the students and talk about their well-being everyday. Other than that, every Wednesday each class has a well-being lesson. 

In the lessons, teachers will set different challenges and encourage the students to learn from mistakes.

Why?

It seems that the students dare not try new things and afraid of making mistakes at the beginning. Does the school have any tools to measure the changes after the implementation of the new approach? Is it helpful to building their resilience at the same time?

See

The bespoke well-being framework is essential for cultivating a positive atmosphere, as demonstrated by the strong rapport shown by the student ambassadors.

Think

A whole-school approach requires detailed and thorough planning from the outset, involving everyone in the process.

Wonder

1. What has been the greatest challenge so far, and how was it addressed?

2. How is the effectiveness of the well-being framework measured?

3. How can the school integrate Christian values with well-being practices in a bilingual context?

I saw this in the studio of GGS today and I think the school is showcasing how they embrace everyone’s presence regardless…1. nationality (Chinese literally here) 2. general standard of neat handwriting (conveying a message of process over product)

I think the school is also demonstrating how they stress “Reflection” as the focus of the learning process

I think the school is trying to increase students’ awareness to care about the world issues and I love the way they post up student work for effort recognition and making the assignment as an authentic function (signage)

I wonder how much more of their student work and assignment design that we can learn from —- in embedding the wellbeing elements to learning

by Mandy

See—Visual reminders (e.g., posters about nutrition and self-care) and students’ work are being put up on the school campus.

Think—This is to integrate the principles of well-being into the school environment and everyday practices without overly and explicitly labeling them as ‘Pos Edu.’ From the details, I can also feel how much the school cares about its students.

Wonder - If we do it high profile and explicitly, will there be any negative impacts on students?

See—All staff is equipped with skills and knowledge through formal and informal settings, such as ongoing staff training and lunch talks, where teachers and staff can exchange ideas and thoughts on positive education practices and mental health awareness.

Think—Besides showing how each staff member is valued at school, it also pinpoints that teachers are one key factor contributing to the success of embedding Pos Edu in life. When teachers feel empowered to implement positive education strategies, creating a supportive environment for more student engagement is possible. The connections among all stakeholders may help foster the well-being of the community.

Wonder—While professional training is crucially important, I wonder how much learning the support staff should do and how far they will go. Is the training different from that of teachers? I am curious.

By Florence

SEE: In a lesson, students are divided into groups. The group size varies a lot (with one group of 3 students on one topic and another group of 10 students on another topic)

THINK: The teacher explained that the underlying principle is to let kids discuss topic which interests them, so that they will be more passionate in the learning. Other factors such as classroom routine, more free-riders, etc are not important. It is very student-led. The respect for student’s autonomy is clearly demonstrated by the teachers’ action.

WONDER: I wonder how to strike the balance between student’s autonomy and respect for others. What are other occasions when the reality does not permit to follow students’ choice (e.g. limited quota for certain opportunity) and how to engage students under such circumstance.

SEE: I see version 2.0 of Positive Education. It is much more than positive psychology. Positive Education is seamlessly embedded into/related to the school’s different aspects. Elements such as service learning or creative education or adventure are also important pillars of the GGS education.

THINK: Many initiatives to foster wellbeing are implemented in a structured way and the terminology may not be ‘positive education’, e.g Project Hope. I find it easier for general staff to understand and think that it is something within their knowledge base and more willing to implement.

WONDER: The beauty of GGS’ more updated version of Positive Education is the underlying architecture and how to gel different concepts together. There is much room for us to integrate the ‘must do’ tasks and positive education in a meaningful way, e.g. value education and parent education. I note that GGS’ alignment of Positive Education terms and IB terms are not perfect, but very pragmatic (e.g. Positive Education’s ‘resilience’ corresponds to IB’s Learner Profile Attributes ‘risk-takers, principled’).

See: I saw a wall full of students' work on the theme "Belonging" on campus.

Think: This provides students with opportunities to process and to showcase their understanding of what "Belonging " is. Student's work serves as a channel for teachers to know how much they understand the concept and also their OWN way of interpreting it. I think this is very important that they own it, coz to me, if the students own it, they will use it. Also, this is an example of embedding Pos Ed related concepts in daily lives.

Wonder: I wonder what's the better way to embed Pos Ed in our current curriculum or student's life without emphasizing "Pos Ed" too explicitly.