Psychological interventions have been around in schools since at least the 1930s, so it makes sense to supplement the already-existing traditional psychology in schools with positive psychology (Shankland & Rosset, 2017).
Seligman and other positive psychologists are also not alone in the belief that schools should aim for student well-being.
Grading based on participation, however, can be disadvantageous to students who are more naturally shy.
One solution to this is to offer group participation credit.
In other words, positive education is not a focus on mental health instead of academic achievement but is a focus on mental health in order to set the stage and give students the opportunity for academic achievement.
Classroom conversation is possibly the most important aspect of student engagement, but students participate at various levels with most classrooms being dominated by the same voices each class period.
One way to increase classroom conversation and discussion in a reading-based class is the QQTP approach (Connor-Greene, 2005).
The QQTP approach refers to assigned daily response papers entitled “question, quotations, and talking points”.
“Teachers and researchers in positive psychology are natural allies.
At its core, education is about nurturing strengths, about growth and learning.