At the Institute of Positive Education, we believe wellbeing is not an “add-on” but the foundation of a thriving school. Positive Education is a whole-school, proactive approach: it embeds the science of wellbeing into teaching, learning, relationships, and school culture, shaping both pedagogy and lived experience. 

Grounded in over 15 years of practice at Geelong Grammar School and supported by global research, our approach empowers schools to: 

• Build capacity: Facilitator-led training is provided to all members of the school community, equipping staff to model and embed wellbeing practices. The training encourages reflection on context and practice, helping staff translate wellbeing science into meaningful, everyday actions. 

• Teach explicitly and implicitly: Wellbeing is not only lived through the culture of the school but also taught as a subject in its own right. Just as we teach mathematics, English, and science, we teach proactive strategies for flourishing, underpinned by character education and evidence-based wellbeing science. 

• Embed sustainably: Positive Education aligns policies, pedagogy, and curriculum, moving beyond reactive approaches to student support. Rather than focusing solely on discipline or intervention, it equips all students with skills to lead lives of meaning, purpose, and resilience. 

• Measure impact: Schools can track student wellbeing through tools like Mi7 and use data to guide practice, rather than relying on anecdote or one-off events. 

• Flourish together: Wellbeing is modelled and experienced across the whole community, reinforcing positive behaviours, social norms, and a shared culture of flourishing. 

What sets Positive Education at GGS apart is its scope, depth, and intentionality. It integrates character education, evidence-based wellbeing science, and reflective practice into both explicit lessons and the implicit culture of the school. This combination ensures that students and staff are supported proactively to flourish individually and collectively.