{"id":783,"date":"2026-08-13T01:46:38","date_gmt":"2026-08-12T23:46:38","guid":{"rendered":"https:\/\/thrivingschools.eu\/?p=783"},"modified":"2026-09-30T14:54:09","modified_gmt":"2026-09-30T12:54:09","slug":"putting-wellbeing-into-practice-understanding-the-thriving-schools-framework","status":"publish","type":"post","link":"https:\/\/thrivingschools.eu\/ro\/putting-wellbeing-into-practice-understanding-the-thriving-schools-framework\/","title":{"rendered":"Abordarea \u201eThriving Schools\u201d"},"content":{"rendered":"<p class=\"wp-block-paragraph translation-block\"><strong>Thriving Schools<\/strong>  ofer\u0103 \u0219colilor o abordare structurat\u0103 pentru sus\u021binerea st\u0103rii de bine a elevilor \u0219i profesorilor \u0219i pentru crearea unui mediu \u0219colar pozitiv. Starea de bine nu este privit\u0103 ca o activitate separat\u0103, ci ca o parte integrant\u0103 a vie\u021bii \u0219colare de zi cu zi, fiind reflectat\u0103 \u00een activit\u0103\u021bile de \u00eenv\u0103\u021bare, \u00een rela\u021biile dintre membrii comunit\u0103\u021bii \u0219colare, \u00een rutinele zilnice \u0219i \u00een practicile \u0219colii.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Starea de bine este influen\u021bat\u0103 de o serie de factori interconecta\u021bi, precum calitatea rela\u021biilor, climatul \u0219colar, experien\u021bele de \u00eenv\u0103\u021bare din clas\u0103, sprijinul oferit personalului \u0219i oportunit\u0103\u021bile de participare. De aceea, Thriving Schools adopt\u0103 o abordare la nivelul \u00eentregii \u0219coli (<strong>Whole School Approach<\/strong>), care implic\u0103 \u00eentreaga comunitate \u0219colar\u0103 \u2013 elevi, profesori, conducerea \u0219colii, personalul nedidactic \u0219i familiile \u00een crearea unui mediu \u0219colar sigur, suportiv \u0219i incluziv.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00cen cadrul acestei abord\u0103ri la nivelul \u00eentregii \u0219coli, Thriving Schools reune\u0219te trei modele complementare: <\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong><mark style=\"background-color:#ffffff\" class=\"has-inline-color has-vivid-purple-color\">PERMA<\/mark><\/strong><\/li>\n\n\n\n<li><strong><mark style=\"background-color:#ffffff\" class=\"has-inline-color has-vivid-purple-color\">\u00cenv\u0103\u021barea socio-emo\u021bional\u0103 (SEL \u2013 Social and Emotional Learning)<\/mark><\/strong><\/li>\n\n\n\n<li class=\"translation-block\"><mark style=\"background-color:#ffffff\" class=\"has-inline-color has-vivid-purple-color\"><strong><\/strong><\/mark><strong><mark style=\"background-color:#ffffff\" class=\"has-inline-color has-vivid-purple-color\">Elemente selectate ale sistemului de sprijin comportamental pozitiv la nivelul \u00eentregii \u0219coli (SWPBS \u2013 School-wide Positive Behavior Support)<\/mark><\/strong>.<\/li>\n<\/ol>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"512\" src=\"https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/thriving-diagram.png\" alt=\"\" class=\"wp-image-784\" style=\"width:310px;height:auto\" srcset=\"https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/thriving-diagram.png 512w, https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/thriving-diagram-300x300.png 300w, https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/thriving-diagram-150x150.png 150w, https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/thriving-diagram-12x12.png 12w\" sizes=\"(max-width: 512px) 100vw, 512px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Fiecare model contribuie cu elemente distincte, \u00eens\u0103, \u00eempreun\u0103, acestea ofer\u0103 o modalitate practic\u0103 de a \u00een\u021belege starea de bine, de a dezvolta competen\u021bele sociale \u0219i emo\u021bionale \u0219i de a integra \u00een mod consecvent practici pozitive la nivelul \u00eentregii \u0219coli.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">1. PERMA: Ce elemente ale st\u0103rii de bine \u00eencerc\u0103m s\u0103 consolid\u0103m?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Prima component\u0103 a abord\u0103rii Thriving School se fundamenteaz\u0103 pe principiile <strong>Psihologiei Pozitive<\/strong>, o abordare centrat\u0103 pe punctele forte, experien\u021bele \u0219i condi\u021biile care \u00eei sprijin\u0103 pe indivizi \u0219i comunit\u0103\u021bi s\u0103 se dezvolte \u0219i s\u0103 prospere. Aceast\u0103 perspectiv\u0103 nu presupune ignorarea dificult\u0103\u021bilor \u0219i nici a\u0219teptarea ca oamenii s\u0103 se simt\u0103 pozitivi \u00een permanen\u021b\u0103. Dimpotriv\u0103, ea \u00eencurajeaz\u0103 \u0219colile s\u0103 acorde aten\u021bie factorilor care contribuie la o func\u021bionare pozitiv\u0103 \u0219i la o stare de bine durabil\u0103, asigur\u00e2nd, \u00een acela\u0219i timp, un r\u0103spuns adecvat atunci c\u00e2nd apar dificult\u0103\u021bi sau provoc\u0103ri.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">\u00cen centrul acestei abord\u0103ri se afl\u0103 modelul PERMA<\/strong>,  al lui <strong>Seligman, care descrie starea de bine prin intermediul a cinci elemente: <strong>Emo\u021bii pozitive (Positive Emotions), Implicare (Engagement), Rela\u021bii (Relationships), Sens (Meaning) \u0219i Realizare (Accomplishment)<\/strong> (Seligman, 2012). Thriving Schools aplic\u0103 aceste elemente at\u00e2t \u00een cazul elevilor, c\u00e2t \u0219i al cadrelor didactice.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"translation-block\"><strong>Emo\u021biile pozitive<\/strong> includ experien\u021be precum bucuria, recuno\u0219tin\u021ba, interesul \u0219i speran\u021ba.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>Implicarea<\/strong> se refer\u0103 la participarea activ\u0103 \u0219i concentrarea profund\u0103 asupra unor activit\u0103\u021bi care ne intereseaz\u0103 \u0219i ne provoac\u0103.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>Rela\u021biile<\/strong> vizeaz\u0103 conexiunile bazate pe sprijin, \u00eencredere \u0219i sentimentul de apartenen\u021b\u0103.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>Sensul<\/strong> presupune sentimentul c\u0103 ceea ce facem are valoare \u0219i scop.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>Realizarea<\/strong> se refer\u0103 la orientarea c\u0103tre atingerea unor obiective, recunoa\u0219terea progresului \u0219i experien\u021ba succesului<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">\u00cempreun\u0103, aceste elemente ofer\u0103 \u0219colilor o modalitate simpl\u0103 de a \u00een\u021belege \u0219i de a aborda starea de bine. Un elev poate experimenta starea de bine prin sentimentul de conectare cu colegii, prin implicarea profund\u0103 \u00eentr-o activitate de \u00eenv\u0103\u021bare sau prin satisfac\u021bia de a-\u0219i observa propriul progres. \u00cen cazul unui cadru didactic, aceasta poate presupune existen\u021ba unor rela\u021bii profesionale bazate pe sprijin, identificarea unui scop \u0219i a unui sens \u00een activitatea desf\u0103\u0219urat\u0103 sau recunoa\u0219terea propriilor realiz\u0103ri la clas\u0103.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"239\" src=\"https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/perma-diagram.png\" alt=\"\" class=\"wp-image-785\" srcset=\"https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/perma-diagram.png 512w, https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/perma-diagram-300x140.png 300w, https:\/\/thrivingschools.eu\/wp-content\/uploads\/2026\/08\/perma-diagram-18x8.png 18w\" sizes=\"(max-width: 512px) 100vw, 512px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">\u00cen\u021belegerea aspectelor pe care dorim s\u0103 le consolid\u0103m reprezint\u0103 doar un prim pas. Elevii au nevoie, de asemenea, de competen\u021be sociale \u0219i emo\u021bionale care s\u0103 \u00eei ajute s\u0103 \u00ee\u0219i gestioneze emo\u021biile, s\u0103 dezvolte rela\u021bii pozitive \u0219i s\u0103 participe \u00een mod constructiv la via\u021ba \u0219colii. \u00cen acest context, intervine \u00cenv\u0103\u021barea social\u0103 \u0219i emo\u021bional\u0103 (\u00ceSE).<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2. \u00ceSE: Ce competen\u021be \u00eei ajut\u0103 pe elevi s\u0103 \u00ee\u0219i sus\u021bin\u0103 starea de bine?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph translation-block\"><strong>\u00cenv\u0103\u021barea social\u0103 \u0219i emo\u021bional\u0103 (\u00ceSE)<\/strong> urm\u0103re\u0219te dezvoltarea unor competen\u021be pe care elevii le pot valorifica at\u00e2t \u00een contextul \u0219colar, c\u00e2t \u0219i \u00een via\u021ba de zi cu zi. Printre acestea se num\u0103r\u0103 con\u0219tientizarea de sine, autoreglarea, con\u0219tientizarea social\u0103, competen\u021bele rela\u021bionale \u0219i luarea responsabil\u0103 a deciziilor (Cipriano et al., 2023). Pe scurt, modelul PERMA ofer\u0103 un cadru pentru \u00een\u021belegerea \u0219i consolidarea principalelor dimensiuni ale st\u0103rii de bine, \u00een timp ce \u00ceSE contribuie la dezvoltarea competen\u021belor de care elevii au nevoie pentru a le sus\u021bine \u0219i cultiva.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">S\u0103 lu\u0103m, de exemplu, componenta <strong>Rela\u021bii<\/strong> din modelul PERMA. O \u0219coal\u0103 poate urm\u0103ri ca elevii s\u0103 dezvolte rela\u021bii mai solide \u0219i s\u0103 aib\u0103 un sentiment mai puternic de apartenen\u021b\u0103. SEL sprijin\u0103 acest obiectiv prin oferirea unor oportunit\u0103\u021bi de exersare a empatiei, comunic\u0103rii, cooper\u0103rii, ascult\u0103rii active \u0219i modalit\u0103\u021bilor constructive de solu\u021bionare a dezacordurilor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Aceea\u0219i leg\u0103tur\u0103 poate fi observat\u0103 \u0219i \u00een cazul componentei <strong>Implicare<\/strong>. Competen\u021be precum con\u0219tientizarea de sine \u0219i reglarea emo\u021bional\u0103 \u00eei pot ajuta pe elevi s\u0103 recunoasc\u0103 momentele \u00een care sunt distra\u0219i, frustra\u021bi sau \u00eent\u00e2mpin\u0103 dificult\u0103\u021bi \u0219i s\u0103 dezvolte strategii pentru a r\u0103m\u00e2ne implica\u021bi \u00een procesul de \u00eenv\u0103\u021bare.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Prin urmare, aceast\u0103 abordare nu consider\u0103 competen\u021bele sociale \u0219i emo\u021bionale ca fiind achizi\u021bii pe care elevii ar trebui pur \u0219i simplu s\u0103 le de\u021bin\u0103. Aceste competen\u021be pot fi <strong>predate \u00een mod explicit, exersate \u0219i consolidate<\/strong>, la fel ca orice alt domeniu al \u00eenv\u0103\u021b\u0103rii. \u00cen cadrul acestei abord\u0103ri, \u00ceSE este integrat\u0103 \u00een procesul de predare, \u00een cultura \u0219colii, \u00een rela\u021biile dintre membrii comunit\u0103\u021bii \u0219colare \u0219i \u00een rutinele cotidiene.\u00cen acest fel, \u00ceSE contribuie la transformarea obiectivelor generale privind starea de bine \u00een competen\u021be concrete pe care elevii le pot \u00eenv\u0103\u021ba \u0219i exersa. Cu toate acestea, simpla predare a acestor competen\u021be nu garanteaz\u0103 c\u0103 ele vor deveni practici constante \u0219i coerente la nivelul \u00eentregii \u0219coli. Aici intervine contribu\u021bia SWPBS.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">3. SWPBS: Cum facem ca starea de bine s\u0103 devin\u0103 parte a practicilor cotidiene ale \u0219colii?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">A teacher might use a wellbeing activity during a lesson or teach an SEL skill with a class, but how does this become part of the way the <strong>whole school<\/strong> works?<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\"><strong>Suportul comportamental pozitiv la nivelul \u00eentregii \u0219coli (SWPBS \u2013 School-Wide Positive Behaviour Support)<\/strong> pune accentul pe crearea unor medii \u0219colare proactive, coerente \u0219i bazate pe sprijin. \u00cen loc s\u0103 se concentreze \u00een principal pe reac\u021bia la comportamentele inadecvate dup\u0103 apari\u021bia acestora, SWPBS \u00eencurajeaz\u0103 \u0219colile s\u0103 stabileasc\u0103 \u00een mod clar ce \u00eenseamn\u0103 comportamentul pozitiv, s\u0103 \u00eel predea \u00een mod explicit, s\u0103 \u00eel \u00eencurajeze \u0219i s\u0103 \u00eel consolideze \u0219i s\u0103 utilizeze informa\u021biile despre ceea ce se \u00eent\u00e2mpl\u0103 \u00een \u0219coal\u0103 pentru a fundamenta ac\u021biunile viitoare (Sugai &amp; Simonsen, 2012).<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Este important de precizat c\u0103 <strong>Thriving Schools<\/strong> nu preia integral cadrul SWPBS, ci utilizeaz\u0103 \u00een mod selectiv acele elemente care pot ajuta \u0219colile s\u0103 transforme principiile privind starea de bine \u00een practici cotidiene coerente \u0219i consecvente. Printre acestea se num\u0103r\u0103:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>dezvoltarea unei viziuni \u0219i a unui scop comune;<\/li>\n\n\n\n<li>definirea clar\u0103 \u0219i predarea comportamentelor a\u0219teptate;<\/li>\n\n\n\n<li>\u00eencurajarea \u0219i consolidarea comportamentelor pozitive;<\/li>\n\n\n\n<li>monitorizarea progresului;<\/li>\n\n\n\n<li>sprijinirea cadrelor didactice prin formare \u0219i dezvoltare profesional\u0103.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Aceste elemente ofer\u0103 structurile \u0219i mecanismele necesare la nivelul \u00eentregii \u0219coli pentru ca principiile PERMA \u0219i competen\u021bele dezvoltate prin \u00ceSE s\u0103 dep\u0103\u0219easc\u0103 nivelul activit\u0103\u021bilor individuale \u0219i s\u0103 fie integrate \u00een practicile cotidiene ale \u0219colii. De exemplu, dac\u0103 o \u0219coal\u0103 stabile\u0219te c\u0103 rela\u021biile pozitive reprezint\u0103 o prioritate, aceasta poate defini \u00eempreun\u0103 cu membrii comunit\u0103\u021bii \u0219colare o serie de a\u0219tept\u0103ri comune, precum manifestarea empatiei, sprijinirea celorlal\u021bi \u0219i ascultarea cu respect. Cadrele didactice pot preda \u00een mod explicit aceste comportamente \u0219i le pot exersa \u00eempreun\u0103 cu elevii. Interac\u021biunile pozitive pot fi recunoscute \u0219i \u00eencurajate, iar \u0219coala poate monitoriza modul \u00een care elevii percep rela\u021biile cu ceilal\u021bi \u0219i poate urm\u0103ri dac\u0103 se modific\u0103 frecven\u021ba sau tiparele conflictelor dintre colegi.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Cum func\u021bioneaz\u0103 \u00eempreun\u0103 PERMA, \u00ceSE \u0219i SWPBS?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Fiecare dintre cele trei abord\u0103ri contribuie la r\u0103spunsul unei \u00eentreb\u0103ri diferite:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"translation-block\"><strong>PERMA:<\/strong> Ce aspecte ale st\u0103rii de bine dorim s\u0103 consolid\u0103m?<\/li>\n\n\n\n<li class=\"translation-block\"><strong>\u00ceSE:<\/strong> Ce competen\u021be \u00eei ajut\u0103 pe elevi s\u0103 fac\u0103 progrese \u00een direc\u021bia acestor obiective?<\/li>\n\n\n\n<li class=\"translation-block\"><strong>SWPBS:<\/strong> Cum pot \u0219colile s\u0103 transforme aceste practici \u00een demersuri coerente \u0219i consecvente, integrate \u00een via\u021ba de zi cu zi a \u0219colii?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Un exemplu simplu poate ilustra modul \u00een care aceste trei abord\u0103ri se completeaz\u0103 \u00een practic\u0103. S\u0103 presupunem c\u0103 o \u0219coal\u0103 \u00ee\u0219i propune s\u0103 consolideze rela\u021biile pozitive.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"translation-block\"><strong>PERMA identific\u0103 obiectivul privind starea de bine<\/strong><br>.\n\u0218coala se concentreaz\u0103 asupra componentei <strong>Rela\u021bii<\/strong> pun\u00e2nd accent pe \u00eencredere, conectare \u0219i sentimentul de apartenen\u021b\u0103.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>\u00ceSE contribuie la dezvoltarea competen\u021belor necesare.<\/strong><br>\nElevii exerseaz\u0103 empatia, ascultarea activ\u0103, cooperarea \u0219i comunicarea constructiv\u0103.<\/li>\n\n\n\n<li class=\"translation-block\"><strong>SWPBS sprijin\u0103 aplicarea consecvent\u0103 a acestor practici.<\/strong><br>\n\u0218coala stabile\u0219te a\u0219tept\u0103ri comune, precum \u201eManifest\u0103 empatie\u201d sau \u201eAjut\u0103-i pe ceilal\u021bi s\u0103 reu\u0219easc\u0103\u201d. Cadrele didactice predau \u00een mod explicit aceste comportamente, recunosc \u0219i \u00eencurajeaz\u0103 interac\u021biunile pozitive \u0219i monitorizeaz\u0103 schimb\u0103rile \u00een rela\u021biile dintre colegi \u0219i \u00een climatul \u0219colar.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Acest exemplu eviden\u021biaz\u0103 o caracteristic\u0103 important\u0103 a abord\u0103rii Thriving Schools. O singur\u0103 activitate dedicat\u0103 st\u0103rii de bine nu este considerat\u0103 suficient\u0103 pentru a produce schimb\u0103ri semnificative. Cadrul conecteaz\u0103 activit\u0103\u021bile cu dezvoltarea competen\u021belor, rutinele, rela\u021biile \u0219i practicile implementate la nivelul \u00eentregii \u0219coli, astfel \u00eenc\u00e2t starea de bine s\u0103 devin\u0103 parte integrant\u0103 a modului \u00een care func\u021bioneaz\u0103 \u0219coala. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Ce \u00eenseamn\u0103 abordarea Thriving Schools pentru activitatea zilnic\u0103 a \u0219colii?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Pentru cadrele didactice, abordarea Thriving Schools nu presupune introducerea unui program distinct de promovare a st\u0103rii de bine \u00eentr-un program \u0219colar deja aglomerat. Multe dintre principiile sale pot fi integrate \u00een practicile deja existente la nivelul clasei \u0219i al \u0219colii: stabilirea unor a\u0219tept\u0103ri comune, \u00eenv\u0103\u021barea unor modalit\u0103\u021bi eficiente de a asculta \u0219i de a coopera, recunoa\u0219terea efortului \u0219i a progresului, discutarea emo\u021biilor, crearea unor oportunit\u0103\u021bi pentru reflec\u021bie \u0219i monitorizarea periodic\u0103 a modului \u00een care elevii percep \u0219i experimenteaz\u0103 via\u021ba \u0219colar\u0103.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\">Aceast\u0103 abordare recunoa\u0219te, de asemenea, faptul c\u0103 sprijinirea elevilor presupune, \u00een acela\u0219i timp, <strong>sprijinirea cadrelor didactice<\/strong>. Dezvoltarea profesional\u0103, colaborarea, mentoratul, oportunit\u0103\u021bile de reflec\u021bie \u0219i preocuparea pentru starea de bine a personalului contribuie, toate, la construirea unei abord\u0103ri sustenabile la nivelul \u00eentregii \u0219coli. Prin urmare, dezvoltarea profesional\u0103 a personalului ar trebui s\u0103 fie un proces continuu, adaptat nevoilor specifice ale \u0219colii, \u0219i nu s\u0103 se limiteze la o activitate de formare punctual\u0103.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Together, <strong>PERMA, SEL and selected SWPBS elements<\/strong> provide schools with a practical structure for making wellbeing intentional, shared and part of everyday school life.<\/p>\n\n\n\n<p class=\"wp-block-paragraph translation-block\"><strong><a href=\"https:\/\/thrivingschools.eu\/ro\/project-resources\/\" target=\"_self\">Consulta\u021bi ghidul complet Thriving Schools<\/a><\/strong> pentru a descoperi activit\u0103\u021bi practice destinate cadrelor didactice \u0219i elevilor, recomand\u0103ri pentru implementare, exemple de comportamente \u0219i rutine a\u0219teptate, modalit\u0103\u021bi de monitorizare \u0219i resurse gata de utilizat \u00een \u0219coli.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Referin\u021be<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., &amp; Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. <em>Child Development, 94<\/em>(5), 1181\u20131204. <a href=\"https:\/\/doi.org\/10.1111\/cdev.13968\">https:\/\/doi.org\/10.1111\/cdev.13968<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Seligman, M. E. (2012). <em>Flourish: A visionary new understanding of happiness and well-being<\/em>. Simon &amp; Schuster.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sugai, G., &amp; Simonsen, B. (2012). <em>Positive behavioral interventions and supports: History, defining features, and misconceptions<\/em>. PBIS Center, University of Connecticut.<\/p>","protected":false},"excerpt":{"rendered":"<p>The Thriving Schools Framework provides schools with a structured approach to supporting the wellbeing of students and teachers and creating a positive school environment. Rather&#8230;<\/p>","protected":false},"author":7,"featured_media":784,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[17],"tags":[],"class_list":["post-783","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\/783","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=783"}],"version-history":[{"count":5,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/783\/revisions"}],"predecessor-version":[{"id":798,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/posts\/783\/revisions\/798"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media\/784"}],"wp:attachment":[{"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/media?parent=783"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/categories?post=783"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thrivingschools.eu\/ro\/wp-json\/wp\/v2\/tags?post=783"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}