Educators' perceptions of a system‐informed positive education program: A study of most significant change

Abstract There are increasing calls for positive education to integrate holistic and system approaches to both the understanding and implementation of mental health and well‐being interventions across all levels of a school community. The purpose of this study was to examine educators' perspectives of the most significant changes that occurred at an Australian primary and secondary college following the delivery of a system‐informed positive education program (titled Resilient IMPACT). A multi‐stage evaluation was conducted, with educators providing written descriptions of the most significant perceived changes following program implementation, with 18 educators taking part in one of three focus groups to discuss these changes. Three main themes were identified from the focus groups: (1) Common and consistent language, which focused on the use of a language and communication framework for well‐being conversations; (2) Consideration and empathy, where understanding of emotions and demonstrating empathy for students were stressed across interactions; and (3) Community commitment, which involved the building of a holistic community approach to well‐being that is supportive and embedded in teaching practice. Findings support the need for holistic interventions in the school setting, focused upon the broader school community and a committed ‘well‐being first’ approach to foster positive relationships amongst educators and students to support both academic and psychological outcomes.