ABSTRACT
Positive Psychology, which promotes feeling good, functioning well and doing good, is gaining traction in education settings. Wellbeing is recognised as being important in its own right and as a prerequisite for learning. With growing pressure on schools to embed wellbeing content in an already busy curriculum, many schools draw from external interventions, talks and one-off student wellbeing experiences. Many of these practices do not have sufficient support from research to justify and support their expense or the time taken to invest in them. The purpose of this policy is to discuss the importance of implementing and embedding interventions that are empirically robust. To ensure their sustained practice and benefits, programs also need to have sufficient scope and sequence within the school’s existing program and relevance for the school community.
