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Power of PosEd
About Regent International School
Positive experiences in school define a child's development. Research has proven that positive emotions, engagement, purpose, relationships, accomplishments and health are the core building materials for human well-being and success. Regent International School, rated ‘Very Good’ with outstanding features by the KHDA for 2018-19, is a leader in Positive Education (PosEd) – the science that combines Positive Psychology with best teaching practices. From Nursery to Year 6, our PosEd ethos drives a student to learn more effectively, and be more resilient, creative, productive, successful and healthy. It's not an additional subject at Regent but our very culture. At our community-based British National Curriculum school, the shaping of character is at the heart of what we offer.
Power of PosEd
Students who feel connected to their peers, teachers, and parents demonstrate stronger academic performance and engagement at school.
Furrer, C., & Skinner, E. (2003)
Students who experience positive emotions have improved grades and exams scores.
Pekrun, R., et al. (2002)
Students who experience positive health and mindfulness are better equipped to overcome learning challenges and develop lifelong resilience.
Beauchemin, J., et al. (2008)
Students positively engaged at school have better motivation and behaviour.
Appleton, J. J., et al. (2008)
Students who experience positive accomplishments, and for whom failures are re-framed as learning opportunities, demonstrate greater motivation and persistence and achievement in school and life.
Snyder, C. R., et al. (1997)
Students with purposeful goals whether within or outside of school or regarding future occupations experience more meaning in their life during and after their school going years.
Yeager, D. S., & Bundick, M. J. (2009)
Discover how a Regent education can shape the future of your child.
Admissions Open for 2020-21
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. Snyder, C. R., et al. (1997). The development and validation of the Children's Hope Scale. Journal of Pediatric Psychology, 22, 399-421.Yeager, D. S., & Bundick, M. J. (2009). The role of purposeful work goals in promoting meaning in life and in schoolwork during adolescence. Journal of Adolescent Research, 24(4), 423-452.
Regent International School
The Greens, Emirates Living Community
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T: +971 4 360 8830 F: +971 4 360 8831