Context and theoritical framework: The heart of schools and universities’ ethos and core values is the children  and students’ well-being and success: understanding, caring for and developing strong positive relationships and helping at revealing each person’s potential and developing quality education. The education goals and curriculum objectives are selected to develop competencies that are vital to the children and students' current and future lives in the school, university, home and community and workplace as well. Classroom practice is continuously reviewed in the context of ensuring that children and students are developing according to the values promoted by the organisation (school, university…). Measurement of teaching effectiveness and programmes are the primary features in the delivery of education to each child and student in the classroom. Measurement is also a key feature in designing all plans that support the kids and students’ development in the classroom and other settings. To end, school as universities aim to provide an optimal and inclusive education, thereby ensuring children and students centred ,evidenced based approach while at the same time, celebrating the uniqueness of each child and person : promoting their uniqueness, talents and their mutual enrichment from their singular diversity.

Inspired from Sen macro-approach of capabilities, in an individual perspective this is what Gendron (2016) names « enabling education » and « enabling organizations, schools or universities... ». Gendron is looking at how schools and universities and their collaborators are or must be nowadays in an context of hyper-modernity,  "enabling environments" as "enabling manager" or "enabling teachers or educators". Thus, all dimensions such as assessments procedures, gestures, attitudes, teaching and management styles, classroom and school’s managements play an important role in promoting learning while enabling educators, teachers or head teachers make informed decisions about kids and students progression and attainment of skills and knowledge within enabling education spaces. To prepare this new generation of enabling teachers, head teachers, educators, or managers...they must develop their emotional capital. 

Question : Given the increasing diversity of children and students, there is a need to question how enabling educators and teachers and related organisations (schools, universities....) can support every child and student’ wellbeing and success ? Also, what do we do as enabling educators or teachers to support children and students’ wellbeing and to respond new needs? Thus, there is a need and emergency to generate a constructive discussion about how and what other types of pedagogy, teaching styles, attitudes and assessments, and schools and universities management can be used to create enabling spaces to let students and children grow. In this presentation, those issues will be discussed and illustrated by successful evidence base examples from freshmen students competences development and creativity via active pedagogies. The outcomes underlined the emergency and faisability of educational pedagogy changes at enabling people to change themselves and then, the society by developing emotional capital programs.

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