ACTIONS, PEAS and PoETA: Implementing Positive Education through short, stand-alone, flexible and evidence-based interventions
Emotion, apprentissages et bien-être à l'école
- Lucciarini, Elena HEP-VS
- Bressoud, Nicolas HEP-VS
- Burel, Nicolas
- Audrin, Catherine
- Benini, Sara
- Marcionetti, Jenny
- Boniwell, Ilona
- 2026
English
This symposium explores how evidence-based positive psychology interventions can be adapted, translated, and implemented in schools. The Positive Education Actions in Schools (PEAS) project has led to the development of short, flexible, stand-alone, evidence-based interventions adapted to the school context. These have been described in a multilingual manual for teachers and other school professionals.
Anchored in scientific research and grounded in classroom realities, PEAS bridges the gap between meta-analytic evidence, pedagogical practice, and teacher training. The session begins with Boniwell’s theoretical presentation on the ACTIONS framework (Activity, Calming, Identity, Optimism, Nourrishing and Social) underpinning both PoETA (Positive Education Actions in School) and PEAS. The second contribution (Lucciarini et al.) presents the Evermore Wellbeing for Teens scoping review, which identified short, autonomous PPIs suitable for schools. The third presentation (Benini & Marcionetti) introduces the PEAS manual and platform. The symposium concludes with a joint discussion on scaling these approaches and embedding wellbeing as a transversal educational goal across Europe.
Keywords: evidence-based, positive psychology interventions, education, wellbeing, implementation
Anchored in scientific research and grounded in classroom realities, PEAS bridges the gap between meta-analytic evidence, pedagogical practice, and teacher training. The session begins with Boniwell’s theoretical presentation on the ACTIONS framework (Activity, Calming, Identity, Optimism, Nourrishing and Social) underpinning both PoETA (Positive Education Actions in School) and PEAS. The second contribution (Lucciarini et al.) presents the Evermore Wellbeing for Teens scoping review, which identified short, autonomous PPIs suitable for schools. The third presentation (Benini & Marcionetti) introduces the PEAS manual and platform. The symposium concludes with a joint discussion on scaling these approaches and embedding wellbeing as a transversal educational goal across Europe.
Keywords: evidence-based, positive psychology interventions, education, wellbeing, implementation
- Conférence
- European Congress of Positive Psychology
- Language
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- English
- License
-
License undefined
- Persistent URL
- https://fredi.hepvs.ch/hepvs/documents/334941
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