Positive Education: Strategies for Resilience, Well-Being, and Academic Success

Dear Colleagues,

Positive education is rapidly gaining momentum globally as a holistic approach that integrates principles of positive psychology into educational settings to enhance both academic learning and student well-being. By focusing on core principles such as resilience, positive emotion, engagement, and meaning, educational institutions are increasingly viewed as crucial environments for addressing rising rates of depression and anxiety among young people.

However, the transition from theory to practice presents distinct challenges. Translating positive psychology concepts into practical teaching methods, ensuring long-term implementation support from colleagues, and adapting established models like PERMA to different cultural contexts are goals that require careful consideration and rigorous inquiry.

Ensuring that these interventions effectively promote access to mental health support and foster a genuine sense of community, rather than merely serving as temporary measures, requires a comprehensive understanding of the interplay between psychological well-being and educational structures.

In this context, we are pleased to announce this call for papers for our Special Issue on “Positive Education: Strategies for Resilience, Well-Being, and Academic Success.”

We invite authors to critically examine how positive psychology interventions (PPIs) are transforming educational environments; to identify the mechanisms that link psychological well-being with academic outcomes; to explore both the opportunities and challenges of implementing structured well-being programs; and to propose evidence-based strategies for fostering supportive school cultures.

In doing so, we aim to bring together a wide range of perspectives and approaches to better understand the impact of positive education on students and educators alike.

Authors are encouraged to address some of the following topics in the context of positive education:

• Integration of Positive Psychology Interventions (PPIs): Efficacy of mindfulness, positive psychotherapy, and resilience training in curricula.
• Theoretical Models and Cultural Adaptation: Applications of the PERMA model (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment) and its adaptation to diverse cultural contexts.
• Teacher and Student Well-being: Strategies to support the mental health, emotional stability, and life satisfaction of both educators and students.
• Instructional Strategies and Engagement: Dialogic reading, extensive reading, and participatory action research (PAR) as tools for enhancing socio-emotional skills.
• Institutional Strategies: Developing comprehensive well-being strategies that foster community, belonging, and institutional support.
• Long-term Impact and Assessment: Research on the long-term impacts of positive education on mortality, life expectancy, and sustained psychological distress reduction.

Dr. Chuan-Chung Hsieh
Dr. Chih-Hung Wang
Dr. Juihsuan Hung
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• positive education
• positive psychology interventions (PPIs)
• resilience
• student well-being
• teacher well-being
• academic success
• mental health support
• mindfulness in education
• positive emotion
• socio-emotional learning
• instructional strategies
• psychological well-being