'Positive education' can improve academic results, experts say
A new holistic approach to teaching focuses on the well-being of students to help them lead happier, more satisfying lives
How best to serve the needs of a culturally diverse student body whose abilities and level of motivation vary is a key challenge for schools in Hong Kong.
Studies show that many students lack social-emotional competencies, and become less connected to school as they progress from elementary to middle to high school. That lack of connection can adversely affect their academic performance, behaviour and health.
We need to question our basic understanding of the purpose of a school
Chinese International School (CIS) is among a growing number of institutions acknowledging the need to develop students in a more holistic way, with a stronger focus on well-being.
This academic year, CIS has incorporated "positive education" formally into its community, with initiatives involving its entire staff. "We see positive education as a whole school initiative. In fact, the curiosity and the demand of the staff to get on board created the climate for moving ahead with this initiative," says headmaster, Dr Theodore Faunce, who "does not perceive academic excellence as sole evidence of student success".
CIS staff are being trained in the principles and practices of positive education and understanding how to coach students in "meta-thinking": self-identity, self-awareness, and ways in which they can better understand their own emotional landscape.
Brian Mulcahy, head of student life at CIS, says: "We are moving away from the historically defined and tired term of 'pastoral care' and are looking into areas of [student] well-being as a measure of a successful school. The traditional homeroom system will be supplemented by an advisory tutorial system mediated through faculty input.