How signature strengths develop positive interdependence and empowerment in an inclusive education context

This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths-based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths-based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9-week period. Further research is recommended to explore the specific effects and mechanisms of strengths-based interventions in inclusive settings

Les compétences socioémotionnelles pour réussir à l’école (et ailleurs): ça s’apprend!

Joie, fierté, intérêt, surprise, frustration, ennui, dégout: agréables ou douloureuses, les émotions jalonnent le quotidien de la classe et impactent les apprentissages. Par exemple, des épisodes fréquents et intenses de tristesse ou de colère péjorent la mémorisation alors que la joie permet d’élargir le répertoire de pensées et d’actions favorisant notamment la créativité, l’attention et la résolution de problème. Enseigner les compétences socioémotionnelles à l’école prend tout son sens aujourd’hui et, bonne nouvelle, les recherches révèlent diverses démarches prometteuses

Using Feedback to Enhance Both Academic Skills and Explicit Wellbeing Skills: Presentation of a Novel Evidence-Based Tool

Feedback is known to be one of the most effective ways to enhance pupils' academic skills (Hattie, 2018). However, its implementation remains challenging for teachers (Carless & Boud, 2018; Dawson et al., 2019). Thus, this intervention aims to present the feedback ruler: a novel evidence-based model and tool designed to fit into teaching practices. The feedback ruler is built on a literature review (Lucciarini, 2020) and the self-determination theory (Deci & Ryan, 2012). In addition, since feedback is primarily used to boost academic skills (e.g., Hattie & Timperley, 2007), and that there is a literature gap around its effects related to wellbeing skills, the feedback ruler also addresses the latter issue. In short, the ruler has two scopes: 1) meeting teachers’ needs by offering an easy-to-use and evidence-based feedback model; 2) developing both academic and wellbeing skills through feedback. During this presentation, we will present the tool and its theoretical background. Questions and feedback from the audience should permit the authors to enhance the tool and its implementation in school contexts