Student Spotlight – Positive Education in Research & Practice (Hannah Brownhill)
Hannah Brownhill is a Positive Psychology Practitioner-in Training (Coaching) who is due to graduate this year from the Level 5 Diploma in Positive Psychology Coaching Practice. Below is an interview with Ola Hardbattle on her Churchill Fellowship experience and research on Positive Education in schools. To read her final report, please click here.
What inspired you to explore education through the lens of Positive Psychology?
I was a secondary school teacher for 10 years, teaching French and German. There was so much I loved about the job, but one thing I struggled with was witnessing – and experiencing – the decline in wellbeing across schools. In the words of John McClane, “If you’re not part of the solution, you’re part of the problem.” I didn’t want to stay part of the problem, so I left teaching to explore how I could support schools to do wellbeing differently.
That’s when I discovered Positive Education. I joined a webinar hosted by the Positive Psychology Guild, where inspiring speakers shared how embedding Positive Psychology into education systems was transforming whole-school wellbeing. From that moment, I knew I had to learn more.
Tell us more about the Churchill Fellowship and what motivated you to pursue it.
The Churchill Fellowship supports individuals to learn from best practice around the world and bring that knowledge back to the UK. I had become aware of the amazing work schools in Australia were doing around embedding Positive Education into schools so as soon as I heard about the Churchill Fellowship I knew it was an opportunity to be part of the solution – to help drive meaningful and lasting improvements to wellbeing in schools.
Is there anything that surprised you whilst observing the real-world examples of Positive Education in action?
I was genuinely moved by the passion, joy and hope I saw shining out of educators as well as children. There were so many beautiful interactions where I could see Positive Education coming to life but one that will forever stick in my mind is seeing a 4 year old talk articulately about his own character strengths – in this case Zest and how he could balance it with Love of Learning to make sure he could get the most out of story time.
What surprised me most was how well both children and staff understood the principles of Positive Psychology and how naturally they used them in their daily routines. It was clear that these ideas weren’t just taught – they were lived every day.
What key insights or takeaways did you gain from your research?
The most powerful impacts I’ve seen in schools happened when both staff and pupils were genuinely fluent in the language of wellbeing. By that, I mean they didn’t just know the science behind it—they were living it in their day-to-day lives. When that happened, it changed the whole feel of the school. It wasn’t about a one-off initiative or a new programme; it was something deeper. It shaped the culture in a way that no bolt-on approach ever could.
I saw the idea of “Learn it, Live it, Teach it, Embed it” – developed by Geelong Grammar School – really come to life. For Positive Education to work properly, it can’t just sit on the side. It needs to be woven through everything: how we train teachers, school strategies, how we teach in the classroom, the language we choose and what we prioritise in the curriculum .
In the same way that things like learning styles, assessment for learning, and safeguarding were once seen as new ideas but are now part of everyday teaching practice, I believe wellbeing literacy needs to follow that same path.
I’ve seen it in action, and I genuinely believe that if we want real, lasting change in schools, this is the way to get there.
In what ways might qualified Positive Psychology Practitioners contribute to schools wishing to implement Positive Education?
In Australia, the most successful examples of Positive Education in schools involved a blend of staff training, ongoing coaching, and the use of whole-school or targeted positive psychology-based programmes. Positive Psychology Practitioners can play a valuable role at every stage of this process.
Another key area where Positive Psychology Practitioners can contribute is research. As we all know, Positive Psychology is still an emerging field – and the more high-quality research we have, the better. Practitioners can help build the evidence base, evaluate impact, and ensure that what we’re doing is both meaningful and effective.
In your view, what areas of Positive Education hold the greatest potential for development?
That’s an excellent (and very broad!) question, so for the sake of a clear answer, I’ll focus on Positive Education in UK schools and give you what I think would be a great starting point.
I’d start by training school staff in the core principles of Positive Psychology – not necessarily to deliver wellbeing content to pupils, but to embed these ideas in their own lives first.
I’d begin with foundational concepts like PERMA, Character Strengths, Self-Compassion, and Resilience, supported by ongoing coaching to help individuals reflect, apply, and live these ideas in real and meaningful ways. When staff are confident in their own wellbeing literacy, it creates a ripple effect across the whole school community.
What advice would you offer to other Positive Psychology Practitioners interested in researching their areas of practice?
Follow your curiosity. Start by exploring what genuinely interests you. Look closely at what’s already happening in your area of practice, then identify the gaps—and be curious about why those gaps exist.
Approach the process with self-compassion, especially if your research uncovers blind spots in your own thinking or practice. That’s part of the journey.
Share what you’re learning, even before you feel like it’s fully polished. Research isn’t just about answers – it’s about dialogue and discovery.
Hold your ideas lightly. Be willing to challenge your own assumptions and let the evidence shape your mindset. Some of the most meaningful insights come when we’re open to being changed by what we find.
Which strengths or values have supported you most on your journey as a Positive Psychology student and a researcher?
Curiosity and Love of Learning definitely drove my decision to apply for both the Positive Psychology Academy and the Churchill Fellowship—along with a big dollop of Bravery!
I’m also strongly driven by Fairness, and that really came into play when I saw systems that seemed to be setting individuals up to fail when it came to flourishing. That felt deeply unfair to me, and I found myself thinking: there has to be a better way. That’s where Hope started to show up too.
Over time, I’ve become much more in tune with my values. In this case, Kindness and Justice really pulled me toward this area of work—it felt less like a conscious decision and more like a natural direction to follow.
Thank you to Hannah for sharing her story, which inspires hope for a future where education and wellbeing go hand in hand. Her report shows that when we embed wellbeing into the fabric of school life, starting with those who teach and lead, we can create the conditions for everyone to flourish.
About Hannah Brownhill
Hannah is a Positive Psychology Practitioner-in-training and wellbeing advocate, passionate about helping people and communities thrive. Throughout her ten years as a secondary school teacher, she witnessed how wellbeing was often sidelined in education — and how the system itself could make it difficult for both staff and students to flourish.
As a Churchill Fellow, Hannah travelled to Australia to explore how Positive Education is reshaping school culture through a focus on wellbeing. She has published this research and now works with individuals, schools, and organisations to explore practical, evidence-informed ways of developing a culture of true wellbeing.
Hannah continues to research Positive Education, with a current focus on its use in UK schools and how we can bring schools together to share practice and build momentum for a more connected, compassionate approach to wellbeing in education.