Positive School Psychology

Applied Positive School Psychology is an essential guide to help teachers regain their own and assist the school community in rebuilding their health post-pandemic. While research in positive psychology is thriving, teachers and educational practitioners find it challenging to apply it in their daily practice. This practical book fills the gap between theory and practice and provides practitioners with an evidence-based toolkit on using the positive psychology in their school communities.

With contributions from experts in their field, this important resource explores student wellbeing, teacher wellbeing, inclusion, developing positive relationships, creativity, and therapeutic art.

Written with the practitioner in mind, Applied Positive School Psychology is a must read for the teaching community and those interested in positive education. It will also be of interest to academics specialising in wellbeing or education, educational psychologists, and education policy makers.

What do experts say about this book?

“This is a marvellous book by leading authorities who put across the practical gains of positive psychology in a thoroughly sensible and accessible way. Teachers and parents should all read it: there’s lots in it for your too.”

Sir Anthony Seldon, Vice-Chancellor, The University of Buckingham, UK

“This book is a true gift to aspiring educators and school leaders who desire to bring positive transformation to schools. It addresses the breadth of issues related to positive education and provide rich theoretical foundations and practical applications. As a positive educator, I am truly impressed and intrigued by the reflection questions and discussion points at the end of each book chapter, which allows educators to crystallise their learnings and reflect meaningfully on their teaching and learning practice.”

Matthew Koh, Founder of The Positive Arena, Singapore

“This compendium of positive school philosophies provides a wealth of evidence and inspiration for educators to consider in their teaching approaches, and in terms of whole-school self-evaluation. It offers practical insights into how wellbeing can be weaved into schools’ work. It is also a powerful call to action for system leaders to consider how this thinking might be embedded in future policy and resourcing of schools, particularly CPD for teachers and school leaders. I encourage educators to read it.”

Páiric ClerkinCEO of the Irish Primary Principals’ Network, Ireland

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