The Luxemburg presentation includes two levels: a) a case study on introducing methods of positive psychology in school development b) a strategic analysis on transferring those innovations into other school contexts.
What are the lessons learned through the work of a school psychologist during one academic year in which she sets herself 3 goals?
At lower secondary education, the focus is on pupil strengths and the youngsters are able to link them to concrete everyday life situations.
At upper secondary education pupils are aware of their character strengths (VIA), which they use in developing their professional profile.
In the first year of vocational training, specific tools, such as resilience, love of learning and biographical methods support pupils in engaging in an education path that is meaningful to them.
Building on this action-research, which criteria can be retained for defining transferable guidelines for implementing positive psychology in other Luxembourgish schools? How can teachers and psychologists see their collaborative practices enriched by positive education? More specifically, how is positive psychology relevant for designing measures aimed at pupils at risk of disengaging with education?
As this presentation is a contribution to a symposium, international comparisons will be drawn as a conclusion.