Positive Education Ethos

Truly outstanding education is not just about academic and personal achievements but also about the development of character, values, and wellbeing. This is the essence of Positive Education (PosEd).

A scientifically-proven concept, PosEd is causing a paradigm shift in global education where parents, schools and governments realise the need to increase a child’s ‘wellbeing’ to raise his/her levels of ‘achievement’.

PosEd brings together the science of Positive Psychology combined with the best teaching practices to enable individuals, schools, and communities to flourish, be resilient, creative, successful and happy.

“The ethos in all my schools is ‘happy children make successful learners’. From my 60 years of experience in education, and research conducted by thought leaders like Martin Seligman*, I believe that if you develop a child’s values, character and wellbeing, success will follow.”

Mrs. Shakuntala Mankani,
Founder, Fortes Education

*Martin E.P. Seligman, April 2011, “Flourish: A visionary new understanding of happiness and wellbeing.” (Mr. Seligman is a chief proponent of Positive Education.)

The 6 Key Skills Practiced and Taught at Regent International School

Regent's Global Posed Partnerships

Regent International School has a close partnership with global leader Geelong Grammar School, Australia.

Every Regent teacher is trained in PosEd and incorporates PosEd techniques and methodologies in their lessons. Our students participate in weekly meetings about character strengths and observe mindful moments in the Wellbeing Room.

If children stumble, we reframe their understanding and experience as a “First Attempt in Learning” (F.A.I.L). We have a steadfast commitment to the wellbeing of our students and staff, a commitment that has grown stronger with each year


Research has proven that students who experience positive emotions have improved grades and exams scores.

Pekrun, R., et al. (2002) 


Students who are positively engaged at school display better motivation and behaviour than those who are not.

Appleton, J. J., et al. (2008)


Students who feel connected to their peers, teachers and parents demonstrate stronger academic performance and engagement at school than others.  

Furrer, C., & Skinner, E. (2003)


Students with purposeful goals within and outside school, or regarding their future, experience more meaning in their life. 

Yeager, D. S., & Bundick, M. J. (2009)


Students who experience positive accomplishments and see failures as learning opportunities, show motivation and persistence in school and life. 

Snyder, C. R., et al. (1997) 


Students who experience positive health and mindfulness are better equipped to overcome learning challenges and develop lifelong resilience. 

Beauchemin, J., et al. (2008)

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