With reference to the positive education framework, the study aims to evaluate the effectiveness of the project in increasing positive attributes of the students and the teachers, including emotions, engagement, relationship, meaning of life, accomplishment and health. The project was piloted in a primary school with about 900 grade 1 to grade 6 Chinese students in Hong Kong SAR, in China. A wait-list randomized controlled trial was adopted. The processes of “learn, live, reflect/conceptualize, apply, embed” positive education in the school were adopted. Teachers and parents training were conducted. Positive education concepts were incorporated in existing school activities and policy, while a positive education curriculum was designed for the students.
Results showed that grade 1 students had significant increase in their sense of belonging to the school as rated by the parents. Grade 2 students perceived significant improvement in teacher-student relationship, while Grade 3 students had significant improvement in parent-child relationship, positive experiences in school, independent learning capacity and values placed on school work. Grade 3 students also had significant improvement in perseverance as rated by their parents. Criteria for effective implementation and sustainability of the project, and direction for future development of positive education are discussed.