Evolving Solutions
ACT for Education – Dive Into a Process-Based Tool to Help Students Learn to Be Flexible, Safe, and Engaged in Learning
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Individual students
Individual students
DNA-V International
DNA-V is an evidence-based model that promotes psychological strength, and that values consistent living, vitality, and success. It is designed to help people cope with challenges, stress, and change. DNA-V can be thought of as a combination of Acceptance and Commitment Therapy (ACT) and positive psychology, and is underpinned by contextual behavioural science. The model is continually being updated as new evidence comes in.
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Connect PSHE
Connect is a Personal, Social and Health Education (PSHE) wellbeing curriculum for primary school children. It is a fun, easy to use weekly programme that teaches children key skills to promote emotional wellbeing and resilience.
Beliefs About Well-Being Scale
In this questionnaire, people are asked about their beliefs about well-being by indicating the degree to which they believe that certain aspects are a necessary and required aspect of the experience of high well-being and living the good life. It is based on a study that showed that people’s beliefs about wellbeing can affect their actual wellbeing.
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Feelings at school
Survey methods to assess the kinds of feelings that students (or teachers) typically experience at school or in relation to school work
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ReenvisionEd Interview on school purpose
This interview protocol has been developed by the project ReenvisionEd. It asks students and adults about the purpose of school and the role of school in society and in creating a good life.
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Participatory School Governance
Schools often have the aim to engage students and community members in school management and improvement efforts, but often it is not easy to do this in an effective and valued way. Schools can work towards solutions to evolving and sustaining valued participatory governance within their school system.
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Curriculum Overload – Improvement
Curriculum Overload is a complex phenomena in which schools face challenges in creating adaptive learning environments for students.
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Students often do not have access to interdisciplinary scientific perspectives on the origins, diversity, and flexibility of human moral reasoning
Students often do not have access to interdisciplinary scientific perspectives on the origins, diversity, and flexibility of human moral reasoning
Scaffold and ensure adaptive understandings of moral psychology
Humans across cultures and from early in childhood display a diversity of often strong moral beleifs and related actions in the world. Understanding the diversity and commonalities in human moral reasoning can be seen as a prequisite for engaging in public discourse on highly contentious and complex social or ecological issues. Schools can work to ensure an iterative, scaffolded, interdisciplinary curriculum that support adaptive understandings of diverse perspectives in moral psychology.
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