Building lifelong learners through Positive Education (PosEd) – a global paradigm shift – in how students, schools and communities flourish
Research has proven that positive emotions, purpose, relationships, accomplishments and health are the core building blocks for success, happiness and wellbeing. Through our Positive Education (PosEd) philosophy, students develop a love for learning, deep character strengths and skills for continuous self-growth. We are part of the International Positive Education Network (IPEN). At Regent, PosEd is not an additional subject but the very culture and DNA of our school.
* Martin E.P. Seligman, April 2011, “Flourish: A visionary new understanding of happiness and well-being.” (Mr Seligman is a chief proponent of Positive Education.)
A global leader in positive education & wellbeing
“The ethos in all my schools is ‘happy children make successful learners and adults’. From my personal experience of 60 years in education and the massive research conducted by thought leaders like Martin Seligman and others, I strongly believe that if you develop a child’s values, character and well-being, happiness and both academic and non-academic success will follow.”
Mrs. Shakuntala Mankani, Founder of Fortes Education
Values, character and wellbeing have always been the DNA of Fortes Education. The purpose of all Fortes schools is to “empower students with an outstanding values-based education that inspires students to achieve their fullest potential and flourish and make a positive impact and contribution to our world.”
We are not only the UAE’s first Positive Education (PosEd) school but a global leader in PosEd and wellbeing. We are able to provide this innovative curriculum for our students through partnerships with the International Positive Education Network (IPEN) and Australia’s preeminent Geelong Grammar School.
Every Regent teacher is trained in PosEd and incorporates PosEd techniques into their lessons. In a given week, our students will participate in weekly meetings about character strengths and observe mindful moments in our Wellbeing Room. When students try and stumble, we reframe their understanding and experience as a “First Attempt in Learning” (F.A.I.L). We are unfailingly committed to the wellbeing of our students and staff, a commitment that has only 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)
We consciously generate more positive emotions by sharing more motivating news and looking for the good in others.
Students positively engaged at school have better motivation and behaviour.
Appleton, J. J., et al. (2008)
We encourage students to discover their strengths, using ‘mindfulness’ to be more present and give their best to truly enjoy learning.
Students who feel connected to their peers, teachers, and parents demonstrate stronger academic performance and engagement at school.
Furrer, C., & Skinner, E. (2003)
We help students build positive relationships with their peers by listening and learning to accept differences.
Students with purposeful goals whether within or outside of school or regarding future occupations experience more meaning in their life during and after their school going years.
Yeager, D. S., & Bundick, M. J. (2009)
We support students to find purpose in and out of school and help them define success on their own terms.
Students who experience positive accomplishments, and for whom failures are re-framed as learning opportunities, demonstrate greater motivation and persistence and achievement in school and life.
Snyder, C. R., et al. (1997)
We help student build their self-esteem by successfully tackling challenges.
Students who experience positive health and mindfulness are better equipped to overcome learning challenges and develop lifelong resilience.
Beauchemin, J., et al. (2008)
We practice sustainable habits for optimal physical and psychological health that are developed from a sound knowledge base.
