Seligman (2009) suggests schools primarily teach for accomplishment. However, presently the accomplishment of wellbeing is not considered an important outcome. Positive education can promote change in this area by adopting a pedagogy that anticipates achievement(Adler 2017). With a focus on achievement, inquiry-based learning can boost the mental health and academic outcomes of students. Research suggests experiential learning has a greater impact than instruction alone. The student centered approach of inquiry based learning engages students to be curious and passionate about their subject.
An inquiry-based positive education program should meet both basic psychological needs described by self-determination theory; competency, relatedness and autonomy and the need to teach life skills in wellbeing. This program describes an innovative structure for a positive education program, designed for the middle years to meet EPOCH adolescent wellbeing goals of engagement, perseverance, optimism, connectedness and happiness(Kern, Benson, Steinberg & Steinberg, 2016). There is a synergy between inquiry based learning pedagogy and positive education goals for flourishing. It is challenging, exciting and will take considerable commitment these are reflected in passionate persistent teachers with Grit.