Positive psychology is an umbrella term for the study of human flourishing- its components, effects, and the conditions and processes that enable and promote it (Seligman, Steen Park & Peterson, 2005). For the last three decades, the field has made notable progress in deepening our understanding of human flourishing, while developing relevant conceptual frameworks, empirically assessing their validity, and examining practical models and interventions based on these frameworks and findings (e.g., reviews by Meyers, van-Woerkom, & Bakker, 2013; Sin & Lyubomirsky, 2009). The knowledge that has accumulated in the field is highly relevant to education institutions, as one of the main obligations of these institutions is to foster their students’ ability to flourish, and develop their “personality, talents and mental and physical abilities to their fullest potential” (UN Convention on the Rights of the Child; CRC, 1989/1990; Article 29; see also Perry-Hazan, 2015).

Thus, in the past decade positive psychology has been applied in various educational contexts worldwide, yielding promising progress in students’ and teachers’ well-being and achievement (reviewed by Lavy, 2019; Waters, 2011). Interestingly, most of these positive psychology interventions were conducted in highly-valued schools (e.g., White & Waters, 2015). However, initial studies of interventions in schools of underprivileged students (e.g., from low SES) point to the high potential for impact of these interventions in such contexts (for examples see the Mayerson Academy Report - http://www.mayersonacademy.org/wp-content/uploads/2017/02/170214-TLC-Meta-Analysis-Final-.pdf).

In this symposium, we focus on students who are underprivileged (in various ways) and propose that positive education may be especially relevant for them. Education is often considered an important path for paving a positive future for such students - from a disadvantaged background or with disabilities of different kinds. We suggest that positive psychology concepts, frameworks, and interventions, which focus on paths to flourishing and optimal functioning, can be highly relevant for these students because they can help to equip them with the competencies and resources to enable their flourishing as adults.

The present symposium provides four perspectives on this proposition, related to different aspects of positive psychology, rooted in four different cultural contexts, and focusing on students who are disadvantaged in different ways. The first presentation (by Harzer and Weber from Germany) will portray an overarching theoretical model for fostering well-being in schools, and demonstrate its relevance to students from disadvantaged families. Building on this framework, the second presentation (by Whemeyer from the United States) will propose Self-Determination Theory as a conceptual framework for fostering development and learning among students with disabilities, while explaining the Self-Determined Learning Model of Instruction, and reviewing findings from several studies exploring its implications and effects (including findings from intervention studies based on this model). The third presentation (by Narayanan from India) will focus on Dalits – a historically disadvantaged community in India that has been subjected to oppression for several generations. The study examined the roles of Dalit students’ perception of the historical losses, their critical consciousness, and their self-efficacy, in promoting resilience and wellbeing. The fourth presentation (by Lavy from Israel) will focus on teachers from schools serving minority group students, and explore their sense of meaning compared to teachers from other schools. It further examines the social support these teachers receive as a potential factor that may affect their sense of meaning. Our discussant, (Shoshana from Israel) will provide an integrative sociological/anthropological perspective on the presentations, and share insights about the unique relevance and implications of positive education for disadvantaged students. 

Lavy, S. (2019). A review of character strengths interventions in 21st-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life. Meyers, M. C., van Woerkom, M., & Bakker, A. B. (2013). The added value of the positive: A literature review of positive psychology interventions in organizations. European Journal of Work and Organizational Psychology, 22(5), 618-632. Perry-Hazan, L. (2015). Curricular choices of ultra-Orthodox Jewish communities: Translating international human rights law into education policy. Oxford Review of Education, 41(5), 628-646. Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American psychologist, 60(5), 410-421. Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well‐being and alleviating depressive symptoms with positive psychology interventions: A practice‐friendly meta‐analysis. Journal of clinical psychology, 65(5), 467-487. Waters, L. (2011). A review of school-based positive psychology interventions. The Educational and Developmental Psychologist, 28(2), 75-90. White, M. A., & Waters, L. E. (2015). A case study of ‘The Good School:’Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76.