POSITIVE EDUCATION AND THE DEVELOPMENT OF SCHOOL WELL-BEING

Abstract

This article analyzed how Positive Education can contribute to the development of school well-being, considering the emotional, social, and pedagogical demands that shape daily life in educational institutions. This bibliographic research was grounded in authors who discuss human flourishing, socio-emotional competencies, and the impact of relationships on the school environment, such as Seligman, Waters, Niemiec, Santos and Veríssimo, as well as Borba and Marin. The results showed that practices based on Positive Psychology foster more welcoming learning environments, enhance academic engagement, strengthen relationships between students and teachers, and reduce behaviors associated with anxiety, stress, and social isolation. The findings also indicate that the promotion of school well-being depends on continuous institutional policies and teacher training focused on emotional support. It is concluded that Positive Education represents a promising approach for transforming school culture, promoting more sensitive relationships, more meaningful learning experiences, and a climate that favors the integral development of all subjects.