Karen Caswell – Positive Psychology in Education for Teacher Wellbeing and Student Success

Karen Caswell

Experienced Senior Teacher,
Department of Education

Gold Coast, Australia

Alumni:

🎓 Diploma of Positive Psychology and Wellbeing

Positive Psychology in Education for Teacher Wellbeing and Student Success

What drew you to complete the Diploma of Positive Psychology and Wellbeing?

At the time I enrolled in the Diploma of Positive Psychology and Wellbeing, I had been navigating a period of significant personal growth and deep introspection for some time. Although I was an experienced and passionate educator, I had also been silently battling anxiety and depression – struggles I had long masked behind perfectionism, people-pleasing, and a desire to “have it all together.” It took courage to acknowledge that despite appearing outwardly successful, there were times when I wasn’t okay.

What initially drew me to the Diploma was a desire to better understand and support my own wellbeing. I wanted to move beyond surviving and learn how to thrive – and to be equipped with tools and strategies that could empower others to do the same. I was curious about the science of human flourishing, and particularly how positive psychology could be practically applied in education and everyday life.

Professionally, I had always been drawn to creating uplifting and empowering learning environments, and I saw the Diploma as a way to strengthen this approach. Personally, I was ready to rewrite the internal stories that had kept me silent and stuck. I wanted to reframe challenges with hope, cultivate gratitude, and build meaningful connections grounded in authenticity.

Ultimately, I undertook the Diploma as a professional development opportunity and as a commitment to healing, growth, and leadership rooted in empathy and evidence-based practice.

How was your experience of the Diploma of Positive Psychology and Wellbeing?

The Diploma was a transformative experience, both personally and professionally. What resonated most deeply was the emphasis on strengths, flourishing, and the practical application of positive psychology to real-world contexts. It wasn’t just theory – it was lived, embodied learning.

A major “ah-ha” moment came when exploring the Broaden-and-Build Theory. I realised how cultivating positive emotions isn’t just about feeling good in the moment – it’s about expanding our capacity for creativity, connection, and resilience. This theory reframed how I approached challenges in both my personal life and in leadership roles. I began to see how simple practices, like expressing gratitude, focusing on strengths, and fostering meaning, could have profound ripple effects.

I found the research, models and frameworks studied especially powerful. They gave language and structure to what I was already trying to cultivate in my own life and in the classroom. I appreciated how the course validated my lived experience, while also offering new tools and insights to deepen my impact.

One of the most meaningful aspects was learning alongside others who were also committed to wellbeing. The shared vulnerability and connection created a safe space where learning was both cognitive and emotional. The biggest challenge for me was unlearning old narratives, especially those rooted in shame and perfectionism, yet the supportive environment fostered by Sue allowed for honest reflection and growth.

The Diploma exceeded my expectations. It wasn’t just about becoming more informed; it was about becoming more whole.

How are you spreading your positive ripples, and how has the Diploma of Positive Psychology and Wellbeing helped you achieve this?

Since completing the Diploma, the principles of positive psychology have become an integral part of who I am – personally, professionally, and in leadership. I’ve intentionally applied these principles to create ripple effects of positivity, hope, and connection in every space I work in.

In the classroom, I embed practices that cultivate positive emotions and engagement. I design learning experiences that spark curiosity, highlight student strengths, and encourage collaboration. This builds students’ confidence, resilience, and willingness to take risks. I explicitly teach strategies like mindfulness, gratitude, and self-reflection, which empower students to understand themselves and their emotions. By fostering psychological safety and celebrating effort, I help students view mistakes as stepping stones, rather than setbacks.

In leadership roles, I champion a strengths-based, wellbeing-focused culture. I express appreciation regularly, create opportunities for team members to connect meaningfully, and celebrate progress. Through these actions, I’ve witnessed improvements in morale, collaboration, and trust. The Diploma helped me understand that small, intentional acts can create lasting change – and that relational leadership grounded in empathy and authenticity is transformational.

Personally, the Diploma supported me through one of the most difficult times in my life. The strategies and perspectives I gained helped me navigate prolonged workplace stress and emotional fatigue, and ultimately strengthened my commitment to wellbeing. Learning to apply the PERMA model, reframe challenges, and prioritise self-compassion gave me the tools to protect my energy, re-establish boundaries, and rebuild a healthier relationship with my work and myself.

I now use my story and experience to support others. I speak openly about the importance of wellbeing and psychological safety, mentor colleagues, and contribute to initiatives that promote sustainable, human-centred leadership. I served on the Logan Central Leaders First Nations Cluster Executive, advocating for culturally inclusive, strengths-based practices that honour identity and create equitable opportunities for all students.

Another key avenue through which I spread positive ripples is my involvement with the Pivotal People Gold Coast Branch, a collegial network for educators in middle leadership. As a committee member, I help create intellectually rich, emotionally supportive spaces where middle leaders across sectors can connect, reflect, and grow. Our events promote authentic leadership grounded in trust, purpose, and collaboration – core tenets of positive psychology that foster psychological safety and collective efficacy.

By focusing on strengths-based conversations, meaningful connections, and practical strategies for flourishing in leadership, we are addressing a gap in professional learning while building a thriving, values-driven community that uplifts and sustains those in pivotal roles.

These “positive ripples” may not always be immediately visible, yet over time, they help shape cultures where people feel empowered, appreciated, and connected.

The Diploma expanded my professional toolkit and also deepened my personal purpose. It reminded me that wellbeing is not a luxury, it’s a foundation for lasting impact. And that when we lead from a place of hope, compassion, and courage, we create space for others to flourish too.

Thank you to Sue Langley and the Langley Group Institute team for creating such a positive, life-changing learning experience. Your passion, wisdom, and unwavering belief in human potential have deepened my understanding of positive psychology and also transformed the way I live, lead, and connect with others. I am profoundly grateful for the knowledge, support, and inspiration you’ve shared.

Inspired by Karen’s ripple effect?

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