Positive Teaching and School Wellbeing among Students

Abstract

The present study explores the role of positive teaching practices in promoting school wellbeing among students using a qualitative research approach. Guided by principles of positive psychology, the study aimed to understand students’ lived experiences of supportive teaching behaviors and their influence on emotional, social, and psychological wellbeing within the school environment. Data were collected through semi-structured interviews with purposively selected students and analyzed using thematic analysis. The findings revealed that positive teaching contributes to school wellbeing through supportive teacher–student relationships, encouragement and constructive feedback, safe and inclusive classroom environments, enhanced student engagement, and reduced academic stress. Students reported greater feelings of belonging, motivation, emotional security, and enjoyment of learning when teachers demonstrated empathy, fairness, and positive reinforcement. Overall, the study highlights positive teaching as a critical factor in fostering holistic school wellbeing and underscores the importance of integrating wellbeing-focused practices into everyday educational settings to support students’ psychological flourishing alongside academic development.