Research

As teachers, we are constantly aiming to build and nurture trusting and honest relationships with parents and children. Together as invested stakeholders in children’s development and learning journey we are able to unpack respectful parenting techniques and strategies that support both parent and child needs with transparency and honesty.

In 2020, the Northbrooks Secondary School Physical Education (PE) department collaborated with The Positive Movement on a yearlong project to study on the effects of Positive Psychology Interventions (PPI) on students’ levels of emotional awareness and ability to work with their emotions.

This paper attempts at coming up with a system/framework through a foundation that will be relatable to children through their key developmental stages, from infancy to adolescence. Suggestions provided in this paper are supported by empirical pieces of evidence. Parents are advised to practise them on a best effort basis. There is ample freedom to choose timelines suited to the varying developmental milestones in children but might not be suited for special needs children. Being respectful of diverse cultural environment, the impetus is on the need for utilising the hard work done by researchers, scientists and academicians who are working on pieces of evidence on happiness to creating a good life for people.

This study focuses on diverse Singaporean societal leaders’ views about the future of work and education in terms of meaning and purpose, in the context of the impact of the 4th Industrial Revolution and disruptions in the workplace and society. It contains these leaders’ expectations for the future and their recommendations for educational change. More significantly, it contains insights on how to anticipate and plan for these disruptions and their ramifications for the future wellbeing of Singaporeans.

Every day, we make numerous decisions, from the time we wake up to the time we go to bed. Decision research has identified numerous limitations, problems, and biases in human decision making, including overconfidence, confirmation bias, and self-motivated reasoning.

This article focuses on enhancing positive peer relationships in upper secondary students, in an effort to enhance interconnectedness within a class, and promote a collective learning style towards meeting this psychological need.

Schools in the 21st century play more complex roles in educating the young. More than moulding minds, schools bear an increasing responsibility in cultivating the character and well-being of the students who come to their fold.

Traditional education has been focused on “gaining knowledge”, rather than building capabilities to interact with the real world. Of course, possessing knowledge is an important part of capability. However, developing well adapted people to constructively participate in, and contribute to, society requires application skills and social confidence in addition to this knowledge.

In 2019, Northbrooks Secondary School embarked on a 10-week programme, in collaboration with Dr Imelda Santos Caleon, to investigate whether gratitude can improve student well-being.