The COVID-19 pandemic has led to higher rates of mental illness, stress, anxiety and depression in young people across the world.
However, if we are to mine a ‘silver lining’ from this challenging time, it is the global focus on wellbeing. Perhaps for the first time, there is a shared acknowledgment that wellbeing matters. The question then, is how do we as communities, teach young people the skills of wellbeing, particularly after our shared experience of a pandemic?
Schools are uniquely placed to be institutions committed to the promotion of wellbeing in young people, and to teach the skills of wellbeing and character development needed to carry into adulthood.
Our schools are influential social institutions that have contact with large numbers of young people on a regular basis. They are one place where most young people spend the lion’s share of their waking hours. Schools work with children during their formative developmental years where lifelong habits may be established, and thus have the potential to teach students to understand their own wellbeing, and the wellbeing of those around them, and to assist in the cultivation of character and virtues to become caring, responsible and productive people in society. (Waters et al. (2017): Positive education: Visible wellbeing and positive functioning in students.)
What our schools have largely lacked to date is a proactive approach to wellbeing – a whole-school commitment to the flourishing of all students, through promotion, health education and prevention, rather than a reactive approach where pastoral care and school counsellors focus more on students who may be struggling or experiencing hardship than lifting the wellbeing of each and every student.
Positive Education is about wellbeing for all. It teaches the skills required to thrive, boosts student capability, and arms students with the tools to develop resilience, optimism, emotional stability, and self-efficacy. It focusses on optimal human flourishing.