Education is often measured through examination results, academic achievements, attendance and graduation rates. But is academic success alone enough to determine whether a student is truly flourishing?
A student may achieve excellent grades yet struggle with stress, confidence or social relationships. Another may demonstrate creativity, curiosity and strong interpersonal skills but find it difficult to perform in traditional academic assessments.
This raises an important question: How can educational institutions support not only academic achievement but also students’ happiness, emotional well-being and personal development?
One promising approach is the PERMA model, a well-being framework developed by psychologist Dr. Martin Seligman.
The PERMA model provides educational institutions with a practical way to understand and promote five important dimensions of human flourishing: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.
By integrating these five elements into teaching methods, classroom activities, institutional policies and campus culture, schools and universities can create learning environments where students and educators have opportunities to thrive.
In this article, we explore what the PERMA model means, why it matters in education and how schools and universities can implement it in practical ways.
The PERMA model is a framework from positive psychology that identifies five essential elements contributing to human well-being.
Developed by Dr. Martin Seligman and introduced in his 2011 book Flourish, the framework offers a structured approach to understanding what helps individuals experience a meaningful and fulfilling life.
In education, the PERMA model is used to bring well-being into the learning experience alongside traditional academic objectives.
Rather than focusing exclusively on marks, examinations and classroom performance, it encourages institutions to consider students’ emotional experiences, participation, relationships, sense of purpose and personal achievements.
PERMA stands for:
These five dimensions work together to create a broader understanding of student well-being.
For example, a student who enjoys learning, feels supported by teachers, understands the importance of education and experiences progress towards personal goals may develop a stronger sense of belonging and motivation.
Educational institutions play an important role in shaping individuals beyond their academic qualifications.
Students spend a significant part of their lives in schools and universities. Their experiences during these years can influence their confidence, relationships, emotional development and future outlook.
However, academic pressure, competition, examination anxiety, social expectations and uncertainty about careers can affect student well-being.
The PERMA model provides a framework for addressing these dimensions through positive education.
Here are some reasons why it matters.
Students experience different emotions throughout their educational journey. Examination pressure, academic competition and personal challenges can influence their emotional well-being.
By encouraging gratitude, optimism, mindfulness and emotional awareness, schools can help students develop healthier ways of responding to everyday challenges.
Students learn more meaningfully when they are interested and actively involved in educational activities.
The engagement element of PERMA encourages teachers to use interactive learning, creative projects, discussions and activities that match students’ interests and abilities.
A supportive relationship with teachers can help students feel comfortable asking questions, expressing opinions and seeking guidance.
PERMA encourages educational institutions to develop environments based on trust, respect, empathy and cooperation.
Education becomes more meaningful when students understand how their learning connects with their interests, values and future goals.
The meaning element encourages students to explore why they are learning and how their knowledge can contribute to society.
Every student has different abilities, interests and learning speeds.
The accomplishment element encourages institutions to recognise individual progress rather than measuring success only through examination scores.
This helps students appreciate their efforts and remain motivated towards personal growth.
Schools provide an important environment for developing children’s academic abilities, emotional awareness and social skills.
Introducing the PERMA framework does not necessarily require a completely new curriculum. Schools can integrate its principles into existing classroom activities, teaching methods, extracurricular programmes and institutional practices.
Let’s explore how each element can be applied.
Positive emotions such as gratitude, joy, curiosity and hope can make classroom experiences more rewarding.
Schools can introduce simple activities that encourage students to recognise positive experiences and express their emotions constructively.
Practical activities for schools:
Example:
A teacher can begin Monday morning by asking students to share one positive experience from the previous week.
This simple exercise encourages students to reflect on positive moments and listen to their classmates’ experiences.
The objective is not to make students feel happy all the time. It is to create an environment where different emotions are acknowledged and students feel comfortable expressing themselves.
Engagement is about becoming actively involved in an activity and experiencing genuine interest in the learning process.
Students are more likely to participate when lessons encourage curiosity, creativity and opportunities to explore their interests.
Schools can improve engagement by moving beyond lecture-based teaching and introducing more interactive approaches.
Practical activities for schools:
Example:
Instead of teaching environmental conservation only through textbooks, a teacher can organise a school gardening project.
Students can research plants, prepare the soil, maintain the garden and observe how plants grow.
The activity connects classroom knowledge with practical experience while encouraging curiosity, teamwork and responsibility.
Relationships are an important part of a student’s educational experience.
Positive relationships with teachers, classmates and family members can create a sense of belonging and emotional security.
Schools can actively encourage healthy relationships through collaborative activities and supportive communication.
Practical activities for schools:
Example:
A school can introduce a buddy programme in which senior students help younger students adjust to the school environment.
This encourages friendship, responsibility, cooperation and mutual support.
Teachers can also organise regular classroom discussions where students learn to listen respectfully and appreciate different perspectives.
Students often become more interested in learning when they understand how their education connects with real-world experiences.
The meaning element encourages schools to help students discover their interests, values and aspirations.
Practical activities for schools:
Example:
Students can participate in a cleanliness or waste-management campaign in their neighbourhood.
They can research environmental problems, identify possible solutions and work together to create awareness.
This activity helps students understand how their education can contribute to society.
It also develops a sense of responsibility and purpose beyond academic performance.
Accomplishment is about setting goals, making progress and recognising achievements.
Schools should encourage students to understand that success is not limited to receiving high marks or winning competitions.
Small improvements and personal milestones also deserve recognition.
Practical activities for schools:
Example:
A student who struggles with public speaking can set a goal to participate in one classroom presentation every month.
The teacher can provide constructive feedback and recognise the student’s progress.
Over time, the student may become more confident and comfortable expressing ideas.
This approach helps students appreciate their individual growth rather than constantly comparing themselves with others.
The transition from school to university introduces new experiences and responsibilities.
University students often deal with academic competition, career uncertainty, financial pressures, social adjustment and expectations about their future.
Universities can use the PERMA framework to develop a campus environment that supports both academic development and personal well-being.
Here is how each element can be integrated into higher education.
Universities can introduce activities that encourage emotional awareness, gratitude and positive experiences among students.
Possible initiatives include:
For example, universities can organise weekly well-being sessions where students participate in guided reflection, mindfulness or group discussions.
Such initiatives can help make student well-being a visible part of campus life.
University education should provide opportunities for students to explore subjects beyond textbooks and examinations.
Students can become more engaged when they participate in activities that connect academic knowledge with practical experiences.
Universities can encourage engagement through:
For example, business students can work on a real-world marketing project for a local organisation.
This allows them to apply theoretical knowledge, develop practical skills and understand how their education connects with professional life.
Universities bring together students from different educational, cultural and social backgrounds.
Creating an inclusive campus environment can help students develop meaningful relationships and a stronger sense of belonging.
Universities can support this through:
For example, a first-year student mentorship programme can connect new students with senior students who provide guidance on academic expectations, campus facilities and university life.
University students often begin thinking seriously about their professional identities and future contributions to society.
Universities can help students explore their values and connect their academic interests with meaningful goals.
Practical approaches include:
For example, engineering students can work on affordable technological solutions for local communities.
This helps students understand that their knowledge can have a positive impact beyond academic achievements.
Universities can help students recognise their progress by providing opportunities for personal and professional development.
Possible initiatives include:
For example, a university can encourage students to create semester-based development goals covering academic performance, practical skills, communication and extracurricular participation.
Faculty mentors can review progress and provide constructive feedback.
This encourages students to take ownership of their development.
Understanding the five pillars is important, but educational institutions also need a structured approach to implementation.
A successful PERMA initiative should involve students, teachers, administrators and, where appropriate, parents.
Here is a practical five-step framework.
Before introducing new activities, institutions should understand the current well-being needs of their students and educators.
Schools and universities can conduct:
The objective is to identify areas that require attention.
For example, an institution may discover that students feel academically supported but have limited opportunities for meaningful peer interaction.
This information can help determine which PERMA dimensions need greater attention.
After assessing the existing environment, institutions can create activities around the five elements.
Each activity should have a clear objective and be appropriate for the age group and educational setting.
For example:
|
PERMA element |
Suggested institutional activity |
|
Positive Emotion |
Gratitude journals and mindfulness sessions |
|
Engagement |
Project-based and experiential learning |
|
Relationships |
Peer mentoring and collaborative activities |
|
Meaning |
Community service and purpose exploration |
|
Accomplishment |
Goal-setting and progress recognition |
Institutions should avoid introducing too many activities simultaneously. Starting with manageable initiatives allows teachers and administrators to understand what works.
Teachers are essential to successful positive education initiatives.
They interact with students regularly and influence classroom experiences through their communication, teaching methods and behaviour.
Institutions should provide training that helps educators understand:
It is equally important to consider teacher well-being. Educators who receive appropriate support and opportunities for professional development are better positioned to contribute to a positive learning environment.
The PERMA model should not remain limited to occasional workshops or special classroom activities.
For meaningful implementation, its principles should become part of everyday institutional practices.
This may include:
The aim is to make well-being a shared institutional responsibility.
Educational institutions should evaluate whether their initiatives are making a meaningful difference.
Possible indicators include:
Institutions can use surveys, feedback sessions and structured assessments to understand the impact of their initiatives.
Well-being assessments should be used to identify support needs and improve programmes, not to rank students or label individuals.
Positive education initiatives have been introduced in different educational settings around the world.
Two particularly relevant examples demonstrate how well-being frameworks can be integrated into institutional environments.
Geelong Grammar School is widely recognised for its approach to positive education.
The school developed an institutional framework for integrating positive psychology into different aspects of school life.
Its approach is often described through four stages:
The approach demonstrates that positive education should extend beyond individual classroom exercises and become part of the institution’s overall environment.
Positive education has also been explored in university settings.
For example, the Flourish-HE programme investigated the use of an online positive education programme to promote well-being among university students.
Research in higher education has explored how PERMA-based activities can support positive emotions, engagement, relationships, meaning and accomplishment.
These initiatives highlight the potential to integrate well-being into university experiences through structured educational programmes.
However, implementation should be adapted to the needs, culture and circumstances of each institution rather than assuming that one programme will work equally well everywhere.
One of the important advantages of the PERMA model is that it provides multiple dimensions through which institutions can examine well-being.
Instead of relying exclusively on academic results or general satisfaction surveys, institutions can assess each of the five elements.
|
PERMA dimension |
What institutions can assess |
|
Positive Emotion |
Student experiences of gratitude, optimism and positive emotions |
|
Engagement |
Participation, interest and involvement in learning |
|
Relationships |
Sense of belonging, trust and social support |
|
Meaning |
Sense of purpose and connection with educational goals |
|
Accomplishment |
Progress, goal achievement and perceived competence |
The PERMA-Profiler, developed by Butler and Kern, is one research-based instrument designed to assess these dimensions of well-being.
Educational institutions may use appropriate well-being assessment tools alongside student feedback and other indicators.
Importantly, these measurements should support continuous improvement rather than become another source of academic pressure.
India’s educational landscape is evolving, with increasing attention being given to holistic development, experiential learning, emotional well-being and life skills.
The National Education Policy (NEP) 2020 emphasises holistic and multidisciplinary education, critical thinking, creativity, ethical development and the broader development of learners.
These priorities create opportunities for educational institutions to explore approaches such as positive education and the PERMA model.
Schools can introduce age-appropriate well-being activities, while universities can explore structured programmes that connect academic learning with purpose, relationships and personal development.
There is also an opportunity to bring contemporary positive psychology research into dialogue with Indian philosophical traditions that have explored happiness, self-awareness, purpose and human flourishing.
For this transition to be meaningful, well-being should not be treated as an occasional activity or an additional subject that students must complete.
Instead, it should become part of the overall educational experience.
Institutions, educators and policymakers can work together to create learning environments where academic achievement and human development receive equal attention.
As conversations around mental health, emotional well-being and quality of life continue to grow, positive psychology is becoming increasingly relevant.
Educational institutions are exploring ways to integrate well-being into learning environments. Organisations are paying greater attention to employee engagement and workplace culture. Individuals are becoming more interested in understanding the connection between happiness, purpose and personal growth.
Research in psychology and neuroscience continues to expand our understanding of how emotions, relationships, habits and personal strengths influence human well-being.
There is also growing interest in connecting contemporary psychological research with philosophical traditions that have explored happiness and human flourishing for centuries.
These developments highlight an important opportunity: well-being should not be treated as an afterthought. It deserves attention in education, workplaces, communities and everyday life.
The purpose of education should extend beyond preparing students for examinations and professional careers. It should also help them develop the knowledge, emotional resources, relationships and personal strengths needed to lead meaningful lives.
The PERMA model offers schools and universities a practical framework for moving towards this broader vision.
By promoting positive emotions, encouraging engagement, strengthening relationships, developing a sense of meaning and recognising accomplishment, educational institutions can make well-being an integral part of learning.
However, successful implementation requires more than introducing a few activities. It requires educator training, institutional commitment, student participation and continuous evaluation.
When well-being becomes part of the educational culture, schools and universities have an opportunity to support not only academic success but also the overall flourishing of individuals and communities.
At the Rekhi Foundation for Happiness, the vision of happiness education aligns with this broader understanding of human development: creating opportunities for individuals and educational institutions to understand, practise and promote the science of happiness.
Explore more about happiness science, positive psychology and well-being education at Rekhi Foundation for Happiness.
The PERMA model in education is an application of Martin Seligman's well-being framework to schools and universities. It encourages institutions to support five dimensions of student well-being: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.
The PERMA model was developed by Dr. Martin Seligman, a leading psychologist associated with modern positive psychology. He introduced the framework in his 2011 book Flourish.
The five elements are:
Together, they provide a framework for understanding and promoting human well-being.
Universities can introduce student well-being programmes, mentorship initiatives, experiential learning, community engagement, career development activities and structured well-being assessments.
PERMA is a well-being framework that identifies five important elements of flourishing. Positive education is a broader educational approach that integrates positive psychology and well-being principles into teaching, learning and institutional culture
The phone was never the whole story. A young person who is known, welcomed, and needed can hold a screen lightly; the work of our time is to build the rooms in which that is possible.Discover the science behind a flourishing life at rekhifoundation.com.
Rekhi Foundation, founded in 2016, promotes Happiness Science via university centers, collaborating globally across six countries.
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