ABSTRACT
The social and academic success of students is stronger when they learn in schools with learning environments that support the psychological well-being and resilience of students. However, even as schools work to strengthen their social and psychological climate, they typically evaluate their effectiveness by examining data describing behaviour problems. In contrast, this policy describes optimal practices for assessing positive psychological well-being in school environments, yielding useful data for making decisions about school improvement practices and monitoring the impact of these efforts over time. This allows schools to prioritize the aspects of their learning environments that are most in need of improvement and to efficiently focus on improvement strategies that are working.
