During the last decade research and intervention projects have been offered to increase happiness and started to make an impact by fostering better functioning in individuals, families, groups, and organizations.
However, as long as we do not establish a comprehensive positive policy – and work to engage policy-makers in applying such positive policy –the change will remain marginal.
In schools there are many programs operating today that facilitate positive education. But a real, long-lasting, and meaningful change will only occur once positive education becomes systemically incorporated into the Ministry of Education’s national policy. Only then can it trickle down to become integrated as part and parcel of school curricula, student assessment, teacher training, school architecture, and so forth.
The lecture suggests methods for helping policy-makers to change their perspective to one that focuses on the positive in many school domains.