“The ethos in all my schools is ‘happy children make successful learners’. From my 60 years of experience in education & research conducted by thought leaders like Martin Seligman*, I believe that if you develop a child’s values, character & wellbeing, success will follow.”
– Mrs. Shakuntala Mankani, Founder, Fortes Education
A truly outstanding education needs to develop not only academics and personal achievement, but also character, values and wellbeing. This is the essence of Positive Education (PosEd). Recognised as a global leader in PosEd amongst schools by the International Positive Education Network (IPEN), US.
Positive Education (PosEd) brings together the science of Positive Psychology with best teaching practices to enable individuals, schools and communities to flourish. PosEd enables a child to learn more effectively, and be more resilient, creative, successful, healthy and happy.
*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.)
The quality of the curriculum provided by the school is outstanding.
It is broad and balanced, and enriched by a wide range of extracurricular activities. A thematic approach is used across the school to develop learning through connections across subjects, context and the pupils’ passions.
Very strong curriculum with rich learning opportunities
that has an impact on the child's progress.
My role model is Elon Musk and to become a tech entrepreneur.
Regent has given me the skills and confidence to get there. In a variety of STEAM & Project-based Learning projects, I have worked with classmates learning to code in Python and Java, build robotic vehicles, and construct IoT sensors. We have won multiple competitions in the UAE and abroad for our tech projects and talent. Remember my name because I promise you will hear a lot more about me.
With an amazing senior leadership team and experienced educators,
a Regent education is interactive and collaborative. They truly make school a rich and memorable experience.
My school feels like home.
I love coming to school every day.
Possibilities are infinite at Regent for a child.
There are no limits to let my child’s imagination grow at Regent. He has become extremely ambitious in his thinking and outlook and what he believes he can do, which is great. Children are encouraged to take chances, try anything and not be afraid.
The strong sense of community makes Regent more than just a great place for study.
It’s a great place for families to get to know each other and make new friends. The Regent community spirit is outstanding.
Regent has given my daughter a new start.
This school has encouraged her to gain confidence and to express herself. The teachers are always available to help. My child has blossomed and is so heartening to see her inner wonder come out.
REGENT'S GLOBAL POSED PARTNERSHIPS
Regent International School is part of the International Positive Education Network (IPEN), US, and has a close partnership global leader, Geelong Grammar School, Australia. There is a paradigm shift in global education where parents, schools and governments realise the need to increase a child’s ‘wellbeing’ to raise ‘achievement’.
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.
The Power Of Positive Education
PosEd & Wellbeing - Regent's DNA
Multiple studies on the effects of PosEd testify that improved levels of a child’s wellbeing are associated with higher levels of academic engagement, social skills, optimism, behaviour, and fewer mental health-related issues.
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.