![\"\"](\"https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/children-teacher-playful-mood-smiling-camera-1-1-1024x681.jpg\")
<\/figure>\n\n\n\nClimatul \u0219colar modeleaz\u0103 starea de bine cotidian\u0103<\/h2>\n\n\n\n\nClimatul \u0219colar cuprinde calitatea rela\u021biilor, a\u0219tept\u0103rile, siguran\u021ba, participarea, incluziunea, conducerea \u0219i felul \u00een care elevii \u0219i personalul tr\u0103iesc via\u021ba de zi cu zi a \u0219colii. Un climat pozitiv \u00eei poate ajuta pe elevi s\u0103 se simt\u0103 mai \u00een siguran\u021b\u0103, mai conecta\u021bi \u0219i mai dispu\u0219i s\u0103 participe, iar profesorii sunt mai predispu\u0219i s\u0103 se simt\u0103 sprijini\u021bi \u00een activitatea lor. Prin urmare, starea de bine nu poate depinde doar de lec\u021bii sau de activit\u0103\u021bi izolate. Ea trebuie s\u0103 se reflecte \u00een modul \u00een care \u0219coala func\u021bioneaz\u0103, comunic\u0103, reac\u021bioneaz\u0103 la dificult\u0103\u021bi \u0219i construie\u0219te rela\u021bii.<\/p>\n<\/div>\n\n\n\n
OMS \u0219i UNESCO recomand\u0103 o abordare la nivelul \u00eentregii \u0219coli, \u00een care s\u0103n\u0103tatea \u0219i starea de bine sunt tratate prin curriculum, politici \u0219colare, rela\u021bii, mediul fizic \u0219i social, practicile personalului \u0219i parteneriatele cu familiile \u0219i cu comunitatea. Standardele lor globale subliniaz\u0103 c\u0103 sistemele de educa\u021bie ar trebui s\u0103 sus\u021bin\u0103 s\u0103n\u0103tatea \u0219i starea de bine a elevilor, a personalului \u0219i a comunit\u0103\u021bilor. \u00cen practic\u0103, \u0219colile pot:<\/p>\n\n\n\n
\n- construi modalit\u0103\u021bi simple \u0219i consecvente prin care elevii s\u0103 \u00eenve\u021be s\u0103 \u00ee\u0219i recunoasc\u0103 \u0219i s\u0103 \u00ee\u0219i gestioneze emo\u021biile;<\/li>\n\n\n\n
- crea ocazii regulate de cooperare, de rela\u021bii pozitive \u0219i de exprimare a opiniei elevilor;<\/li>\n\n\n\n
- recunoa\u0219te punctele forte, efortul, progresul \u0219i reu\u0219ita;<\/li>\n\n\n\n
- integra starea de bine \u00een rutinele obi\u0219nuite ale clasei \u0219i ale \u0219colii, \u00een loc s\u0103 se bazeze pe activit\u0103\u021bi izolate;<\/li>\n\n\n\n
- sprijini starea de bine a profesorilor \u0219i rela\u021biile lor profesionale;<\/li>\n\n\n\n
- consolida comunicarea \u0219i cooperarea cu p\u0103rin\u021bii \u0219i cu familiile;<\/li>\n\n\n\n
- reflecta periodic asupra climatului \u0219colar, a rela\u021biilor \u0219i a experien\u021belor elevilor \u0219i ale personalului.<\/li>\n<\/ul>\n\n\n\n
Scopul nu este ca profesorii s\u0103 devin\u0103 speciali\u0219ti \u00een s\u0103n\u0103tate mintal\u0103. \u0218colile nu pot \u00eenlocui serviciile de specialitate. Rolul lor este s\u0103 creeze condi\u021biile zilnice care sus\u021bin dezvoltarea pozitiv\u0103, s\u0103 identifice timpuriu situa\u021biile problematice \u0219i s\u0103 ajute elevii s\u0103 ajung\u0103 la sprijin suplimentar atunci c\u00e2nd este nevoie.<\/p>\n\n\n\n
Cum aplic\u0103 proiectul \u0218coli prospere aceste principii<\/h2>\n\n\n\n
Aceast\u0103 abordare se afl\u0103 \u00een centrul proiectului \u0218coli prospere, care promoveaz\u0103 o abordare sistemic\u0103, la nivelul \u00eentregii \u0219coli, a s\u0103n\u0103t\u0103\u021bii mintale \u0219i a st\u0103rii de bine. Proiectul lucreaz\u0103 cu profesori, directori, elevi \u0219i familii pentru a consolida competen\u021bele sociale \u0219i emo\u021bionale, a \u00eembun\u0103t\u0103\u021bi climatul \u0219colar \u0219i a dezvolta practici care pot deveni parte din via\u021ba obi\u0219nuit\u0103 a \u0219colii. Cadrul s\u0103u se sprijin\u0103 pe \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, pe psihologia pozitiv\u0103 \u0219i pe modelul PERMA al st\u0103rii de bine. Thriving Schools project<\/strong>, which promotes a systemic, whole-school approach to mental health and wellbeing. The project works with teachers, school leaders, students and families to strengthen social and emotional skills, improve school climate and develop practical approaches that can become part of everyday school life. Its framework draws on Social and Emotional Learning, Positive Psychology and the PERMA model of wellbeing<\/strong>. <\/p>\n\n\n\n\u00cen loc s\u0103 trateze starea de bine ca pe un subiect separat sau ca pe o activitate de scurt\u0103 durat\u0103, proiectul \u0218coli prospere sprijin\u0103 \u0219colile s\u0103 construiasc\u0103 un fond comun de cuno\u0219tin\u021be, rutine \u0219i practici. Activit\u0103\u021bile de formare vor viza domenii precum psihologia pozitiv\u0103, modelul PERMA, \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, climatul \u0219colar, starea de bine a personalului, implicarea elevilor \u0219i modalit\u0103\u021bi practice de integrare a st\u0103rii de bine \u00een activitatea curent\u0103 a \u0219colii.<\/p>\n\n\n\n
Proiectul porne\u0219te \u0219i de la premisa c\u0103 o schimbare durabil\u0103 cere participarea \u00eentregii comunit\u0103\u021bi \u0219colare. Profesorii, directorii, elevii \u0219i familiile au, fiecare, un rol \u00een conturarea unui mediu \u0219colar \u00een care oamenii se simt sprijini\u021bi, respecta\u021bi \u0219i capabili s\u0103 participe. Multe dintre practicile care sus\u021bin starea de bine le sunt deja familiare profesorilor. O discu\u021bie care ofer\u0103 sprijin, o rutin\u0103 previzibil\u0103, o ocazie de lucru \u00een echip\u0103, recunoa\u0219terea efortului, o reac\u021bie calm\u0103 la conflict sau posibilitatea elevilor de a-\u0219i exprima opiniile contribuie la o experien\u021b\u0103 \u0219colar\u0103 pozitiv\u0103. Dificultatea este ca aceste practici s\u0103 devin\u0103 mai inten\u021bionate, mai consecvente \u0219i \u00eemp\u0103rt\u0103\u0219ite la nivelul \u00eentregii \u0219coli.<\/p>\n\n\n\n
Prin proiectul \u0218coli prospere, \u0219colile participante vor lucra pentru un obiectiv comun: ca starea de bine s\u0103 fac\u0103 parte din felul \u00een care \u0219coala pred\u0103, comunic\u0103, construie\u0219te rela\u021bii \u0219i sprijin\u0103 deopotriv\u0103 elevii \u0219i personalul. Thriving Schools<\/strong>, participating schools will be working towards a common goal: making wellbeing part of how the school teaches, communicates, builds relationships and supports both students and staff.<\/p>\n\n\n\nBibliografie<\/h3>\n\n\n\n
Allen, K.-A., & Dong, S. (2026). The science of belonging: Exploring the concept, drivers, barriers and evidence-based solutions to cultivate belonging in K\u201312 education<\/em>. International Baccalaureate Organization.<\/p>\n\n\n\nDreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14<\/em>, Article 1205179. https:\/\/doi.org\/10.3389\/fpsyg.2023.1205179<\/a><\/p>\n\n\n\nDurlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students\u2019 social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82<\/em>(1), 405\u2013432. https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01564.x<\/a><\/p>\n\n\n\nHa, C., McCarthy, M. F., Strambler, M. J., & Cipriano, C. (2025). Disentangling the effects of social and emotional learning programs on student academic achievement across Grades 1\u201312: A systematic review and meta-analysis. Review of Educational Research<\/em>. Advance online publication. https:\/\/doi.org\/10.3102\/00346543251367769<\/a><\/p>\n\n\n\nWorld Health Organization Regional Office for Europe. (2024a). A focus on adolescent peer violence and bullying in Europe, central Asia and Canada: Health Behaviour in School-aged Children international report from the 2021\/2022 survey<\/em> (Vol. 2).<\/p>\n\n\n\nWorld Health Organization Regional Office for Europe. (2024b). A focus on adolescent social contexts in Europe, central Asia and Canada: Health Behaviour in School-aged Children international report from the 2021\/2022 survey<\/em> (Vol. 7).<\/p>\n\n\n\nWorld Health Organization, & United Nations Educational, Scientific and Cultural Organization. (2021). Making every school a health-promoting school: Global standards and indicators<\/em>. World Health Organization.<\/p>\n\n\n\nZhao, Y., & Sang, B. (2025). The effect of social\u2013emotional learning programs on elementary and middle school students\u2019 academic achievement: A meta-analytic review. Behavioral Sciences, 15<\/em>(11), Article 1527. https:\/\/doi.org\/10.3390\/bs15111527<\/a><\/p>\n\n\n\nZhou, D., Liu, S., Zhou, H., Liu, J., & Ma, Y. (2023). The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders. Frontiers in Psychology, 14<\/em>, Article 1097094. https:\/\/doi.org\/10.3389\/fpsyg.2023.1097094<\/a><\/p>","protected":false},"excerpt":{"rendered":"Students learn best when they feel safe, supported, connected and able to participate fully in school life. These conditions are closely linked with how students…<\/p>","protected":false},"author":7,"featured_media":770,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[17],"tags":[],"class_list":["post-769","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"_links":{"self":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/comments?post=769"}],"version-history":[{"count":4,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769\/revisions"}],"predecessor-version":[{"id":779,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769\/revisions\/779"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media\/770"}],"wp:attachment":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media?parent=769"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/categories?post=769"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/tags?post=769"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Climatul \u0219colar cuprinde calitatea rela\u021biilor, a\u0219tept\u0103rile, siguran\u021ba, participarea, incluziunea, conducerea \u0219i felul \u00een care elevii \u0219i personalul tr\u0103iesc via\u021ba de zi cu zi a \u0219colii. Un climat pozitiv \u00eei poate ajuta pe elevi s\u0103 se simt\u0103 mai \u00een siguran\u021b\u0103, mai conecta\u021bi \u0219i mai dispu\u0219i s\u0103 participe, iar profesorii sunt mai predispu\u0219i s\u0103 se simt\u0103 sprijini\u021bi \u00een activitatea lor. Prin urmare, starea de bine nu poate depinde doar de lec\u021bii sau de activit\u0103\u021bi izolate. Ea trebuie s\u0103 se reflecte \u00een modul \u00een care \u0219coala func\u021bioneaz\u0103, comunic\u0103, reac\u021bioneaz\u0103 la dificult\u0103\u021bi \u0219i construie\u0219te rela\u021bii.<\/p>\n<\/div>\n\n\n\n
OMS \u0219i UNESCO recomand\u0103 o abordare la nivelul \u00eentregii \u0219coli, \u00een care s\u0103n\u0103tatea \u0219i starea de bine sunt tratate prin curriculum, politici \u0219colare, rela\u021bii, mediul fizic \u0219i social, practicile personalului \u0219i parteneriatele cu familiile \u0219i cu comunitatea. Standardele lor globale subliniaz\u0103 c\u0103 sistemele de educa\u021bie ar trebui s\u0103 sus\u021bin\u0103 s\u0103n\u0103tatea \u0219i starea de bine a elevilor, a personalului \u0219i a comunit\u0103\u021bilor. \u00cen practic\u0103, \u0219colile pot:<\/p>\n\n\n\n
- \n
- construi modalit\u0103\u021bi simple \u0219i consecvente prin care elevii s\u0103 \u00eenve\u021be s\u0103 \u00ee\u0219i recunoasc\u0103 \u0219i s\u0103 \u00ee\u0219i gestioneze emo\u021biile;<\/li>\n\n\n\n
- crea ocazii regulate de cooperare, de rela\u021bii pozitive \u0219i de exprimare a opiniei elevilor;<\/li>\n\n\n\n
- recunoa\u0219te punctele forte, efortul, progresul \u0219i reu\u0219ita;<\/li>\n\n\n\n
- integra starea de bine \u00een rutinele obi\u0219nuite ale clasei \u0219i ale \u0219colii, \u00een loc s\u0103 se bazeze pe activit\u0103\u021bi izolate;<\/li>\n\n\n\n
- sprijini starea de bine a profesorilor \u0219i rela\u021biile lor profesionale;<\/li>\n\n\n\n
- consolida comunicarea \u0219i cooperarea cu p\u0103rin\u021bii \u0219i cu familiile;<\/li>\n\n\n\n
- reflecta periodic asupra climatului \u0219colar, a rela\u021biilor \u0219i a experien\u021belor elevilor \u0219i ale personalului.<\/li>\n<\/ul>\n\n\n\n
Scopul nu este ca profesorii s\u0103 devin\u0103 speciali\u0219ti \u00een s\u0103n\u0103tate mintal\u0103. \u0218colile nu pot \u00eenlocui serviciile de specialitate. Rolul lor este s\u0103 creeze condi\u021biile zilnice care sus\u021bin dezvoltarea pozitiv\u0103, s\u0103 identifice timpuriu situa\u021biile problematice \u0219i s\u0103 ajute elevii s\u0103 ajung\u0103 la sprijin suplimentar atunci c\u00e2nd este nevoie.<\/p>\n\n\n\n
Cum aplic\u0103 proiectul \u0218coli prospere aceste principii<\/h2>\n\n\n\n
Aceast\u0103 abordare se afl\u0103 \u00een centrul proiectului \u0218coli prospere, care promoveaz\u0103 o abordare sistemic\u0103, la nivelul \u00eentregii \u0219coli, a s\u0103n\u0103t\u0103\u021bii mintale \u0219i a st\u0103rii de bine. Proiectul lucreaz\u0103 cu profesori, directori, elevi \u0219i familii pentru a consolida competen\u021bele sociale \u0219i emo\u021bionale, a \u00eembun\u0103t\u0103\u021bi climatul \u0219colar \u0219i a dezvolta practici care pot deveni parte din via\u021ba obi\u0219nuit\u0103 a \u0219colii. Cadrul s\u0103u se sprijin\u0103 pe \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, pe psihologia pozitiv\u0103 \u0219i pe modelul PERMA al st\u0103rii de bine. Thriving Schools project<\/strong>, which promotes a systemic, whole-school approach to mental health and wellbeing. The project works with teachers, school leaders, students and families to strengthen social and emotional skills, improve school climate and develop practical approaches that can become part of everyday school life. Its framework draws on Social and Emotional Learning, Positive Psychology and the PERMA model of wellbeing<\/strong>. <\/p>\n\n\n\n
\u00cen loc s\u0103 trateze starea de bine ca pe un subiect separat sau ca pe o activitate de scurt\u0103 durat\u0103, proiectul \u0218coli prospere sprijin\u0103 \u0219colile s\u0103 construiasc\u0103 un fond comun de cuno\u0219tin\u021be, rutine \u0219i practici. Activit\u0103\u021bile de formare vor viza domenii precum psihologia pozitiv\u0103, modelul PERMA, \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, climatul \u0219colar, starea de bine a personalului, implicarea elevilor \u0219i modalit\u0103\u021bi practice de integrare a st\u0103rii de bine \u00een activitatea curent\u0103 a \u0219colii.<\/p>\n\n\n\n
Proiectul porne\u0219te \u0219i de la premisa c\u0103 o schimbare durabil\u0103 cere participarea \u00eentregii comunit\u0103\u021bi \u0219colare. Profesorii, directorii, elevii \u0219i familiile au, fiecare, un rol \u00een conturarea unui mediu \u0219colar \u00een care oamenii se simt sprijini\u021bi, respecta\u021bi \u0219i capabili s\u0103 participe. Multe dintre practicile care sus\u021bin starea de bine le sunt deja familiare profesorilor. O discu\u021bie care ofer\u0103 sprijin, o rutin\u0103 previzibil\u0103, o ocazie de lucru \u00een echip\u0103, recunoa\u0219terea efortului, o reac\u021bie calm\u0103 la conflict sau posibilitatea elevilor de a-\u0219i exprima opiniile contribuie la o experien\u021b\u0103 \u0219colar\u0103 pozitiv\u0103. Dificultatea este ca aceste practici s\u0103 devin\u0103 mai inten\u021bionate, mai consecvente \u0219i \u00eemp\u0103rt\u0103\u0219ite la nivelul \u00eentregii \u0219coli.<\/p>\n\n\n\n
Prin proiectul \u0218coli prospere, \u0219colile participante vor lucra pentru un obiectiv comun: ca starea de bine s\u0103 fac\u0103 parte din felul \u00een care \u0219coala pred\u0103, comunic\u0103, construie\u0219te rela\u021bii \u0219i sprijin\u0103 deopotriv\u0103 elevii \u0219i personalul. Thriving Schools<\/strong>, participating schools will be working towards a common goal: making wellbeing part of how the school teaches, communicates, builds relationships and supports both students and staff.<\/p>\n\n\n\n
Bibliografie<\/h3>\n\n\n\n
Allen, K.-A., & Dong, S. (2026). The science of belonging: Exploring the concept, drivers, barriers and evidence-based solutions to cultivate belonging in K\u201312 education<\/em>. International Baccalaureate Organization.<\/p>\n\n\n\n
Dreer, B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14<\/em>, Article 1205179. https:\/\/doi.org\/10.3389\/fpsyg.2023.1205179<\/a><\/p>\n\n\n\n
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students\u2019 social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82<\/em>(1), 405\u2013432. https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01564.x<\/a><\/p>\n\n\n\n
Ha, C., McCarthy, M. F., Strambler, M. J., & Cipriano, C. (2025). Disentangling the effects of social and emotional learning programs on student academic achievement across Grades 1\u201312: A systematic review and meta-analysis. Review of Educational Research<\/em>. Advance online publication. https:\/\/doi.org\/10.3102\/00346543251367769<\/a><\/p>\n\n\n\n
World Health Organization Regional Office for Europe. (2024a). A focus on adolescent peer violence and bullying in Europe, central Asia and Canada: Health Behaviour in School-aged Children international report from the 2021\/2022 survey<\/em> (Vol. 2).<\/p>\n\n\n\n
World Health Organization Regional Office for Europe. (2024b). A focus on adolescent social contexts in Europe, central Asia and Canada: Health Behaviour in School-aged Children international report from the 2021\/2022 survey<\/em> (Vol. 7).<\/p>\n\n\n\n
World Health Organization, & United Nations Educational, Scientific and Cultural Organization. (2021). Making every school a health-promoting school: Global standards and indicators<\/em>. World Health Organization.<\/p>\n\n\n\n
Zhao, Y., & Sang, B. (2025). The effect of social\u2013emotional learning programs on elementary and middle school students\u2019 academic achievement: A meta-analytic review. Behavioral Sciences, 15<\/em>(11), Article 1527. https:\/\/doi.org\/10.3390\/bs15111527<\/a><\/p>\n\n\n\n
Zhou, D., Liu, S., Zhou, H., Liu, J., & Ma, Y. (2023). The association among teacher-student relationship, subjective well-being, and academic achievement: Evidence from Chinese fourth graders and eighth graders. Frontiers in Psychology, 14<\/em>, Article 1097094. https:\/\/doi.org\/10.3389\/fpsyg.2023.1097094<\/a><\/p>","protected":false},"excerpt":{"rendered":"
Students learn best when they feel safe, supported, connected and able to participate fully in school life. These conditions are closely linked with how students…<\/p>","protected":false},"author":7,"featured_media":770,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[17],"tags":[],"class_list":["post-769","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"_links":{"self":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/comments?post=769"}],"version-history":[{"count":4,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769\/revisions"}],"predecessor-version":[{"id":779,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/769\/revisions\/779"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media\/770"}],"wp:attachment":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media?parent=769"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/categories?post=769"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/tags?post=769"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}