Voices From Real Partner Schools

“Office discipline referrals have steadily declined, from 777 in 2022-23 to 408 this year. Suspension rates have also decreased from 0.4% in the 2022–2023 school year to 0.1% currently. Additionally, chronic absenteeism has significantly improved, dropping from 17.7% in 2022–2023 to 5.5% in 2025-26.”

“There were several comments from parents that, 'My student begs to come to school—even when they're sick.' They don't want to miss class time. They don't want to miss being with their friends. And to me, that's a really strong reflection of the positive relationships that have been built—and that are a part of our culture and foundation at Clovis Elementary—because of the studying that's gone on with The Positivity Project.”

“I have not written a single office referral. Moving from an average of three to five weekly behavior concerns to none has been significant. The overall tone of the classroom feels calmer and more cooperative.”

“When students actively engage with character education, they begin to see their classmates and teachers as part of a supportive and caring community. This environment reduces bullying and social exclusion, replacing those negative qualities with understanding and inclusivity. Because of this positive school culture at West Pine Middle School, we have seen almost a 10% drop in major office referrals from last year to this year.”

“Nearly every state assessment we tracked showed more than a 10% gain in student achievement. In some cases, grade levels saw gains as high as 20%.”

“Often teachers don't want one more thing on their plate, but we say this is the plate to make it easier to carry all of the other demands that are being asked of them during the school day. Now, with just one click, they can find pretty much anything that they want.”

“There was some concern because there's always something more being put on our plate that has to be done, and where do we get the time in the day to fit it in? But, it's so easy to teach.”

“This simple addition to our playground has strengthened students' understanding of character strengths and reinforced our school's positive culture by embedding P2 into everyday play. We have also reduced our playground office referrals from 36 to 21 since March of the last school year.”

“Since 2019, Cairo-Durham Elementary has seen a 43% reduction in disciplinary referrals, reflecting the positive changes taking place throughout the school community. More importantly, however, the daily interactions among students demonstrate a genuine shift in culture.”

“Within that time, behavioral referrals declined by 35%, and academic achievement and attendance also rose. Attendance from 89% to 93%.”

“The Positivity Project has been an absolute game-changer in terms of helping build a culture not just for students but really for the professionals in the building, to give them an opportunity to work with one another, build relationships, talk to each other, to get to know each other in an authentic way. That's changed my school. It changed the middle school and lifted it into a place where we used P2 not just as a program, but really the lens through which we saw all of the work that we did in our school building.”

“One of the most amazing things I've ever seen in my 25 years in education is what The Positivity Project did for our school and our students and our staff and our community. I can't say enough about the impact, the positive impact it has had for our educators and our students.”

“It is incredible that the reps from P2 meet with the implementers at the school level and not just me, the district rep. We have a district of 44 schools, so the personalized support is appreciated beyond words.”

“After just one quarter of implementation, our data tells a powerful story. 75% of students reported feeling safe at school—physically, emotionally, mentally, and socially (up from 66%). 87% of students reported that teachers care about them as a person, not just as a student (up from 54%), representing a 33% increase.”

“There were times my class was just on fire. Those kids who never shared out while we were learning pre-algebra were sharing such deep stories about their lives.”

“At this point, if I were to start a school year by announcing that we would no longer be doing P2, I think there would be a revolt; it has become such a fundamental part of what we do and who we have become.”

“A sobering 34% of students agreed that students were kind to one another. … Our student perceptual data from the following year amazed us! 84% of respondents agreed or strongly agreed that students were kind to one another. 77% believed students respected the differences of others.”

“Since implementing P2, we have had at least a 75% decrease in bus violations/write-ups, as well as a 50% decrease in recess and school behavior issues.”

“Within a short period of time, office referrals were cut in half. … For ten years, P2 has not been treated as an ‘extra’ or an add-on.”

“That 9-point increase is more than a number—it is an encouraging reflection of the intentional work happening across our campus to help students feel that they belong, build positive relationships, and know they are a valued part of the Vista Grande community. P2 has become an important part of that work.”

“I would be the last person you would expect giving an online testimonial for The Positivity Project… But here it is, because we've been doing P2 at Todd MS for the last two plus years, and it has been a great addition to our culture and practices.”

“If you have good character, you're going to make it — regardless of if you're not the best speller, or the best mathematician, or the best reader. You have good character. You're going to make it in life.”

“From a teacher's standpoint, this is the most teacher-friendly character education program available.”

“Four brand-new teachers on my staff didn't skip a beat.”

“You could hear the moans and groans across the room as teachers thought, 'Oh great, one more thing to add into our day.' … The teachers, as skeptical as they were in the beginning, look forward to their P2 lessons daily, and so do the students.”

“When a child can have a conversation with another child instead of running to get an adult, they really started to own the relationships that they were building… and that's what starts to change the culture on the playground and the culture in the classroom.”

“Our discipline and behavior referrals have declined significantly over the past three years. Words Matter and OPM have shifted Oraze's culture toward kindness.”

“I've done a lot of research about the impact of social, emotional learning on academics. Not only does it help students from a mental health aspect, they perform better. P2 happens to be a wonderful vehicle and we couldn't be happier to be a partner.”

“It is as simple as turning on your computer, putting up that slide deck, and having a conversation with students.”

“P2 works well for our school because it is simple, practical, and human. It does not overwhelm teachers with complexity, and it supports the strong instructional practices already in place.”

“As a principal, I often reflect on the resources available to support school climate and culture, and none have been as practical or impactful as The Positivity Project.”

“Without P2, our campus would likely be a place where adults settle conflicts, and behavior is handled through discipline alone. What we have instead is a campus where students lead.”

“Implementing P2 with fidelity has had a huge impact on our students and teachers school-wide. Having a specific time cut out of the week for P2 allows us as a school to focus on character strengths and needs that we may not be able to focus on during academic classes.”

“From day one, new people, they could not make this easier on you. If you want, you can literally read the script that day. It is so beautifully done for you. It's minimal work.”

“The culture and climate within our building have changed as a result of P2, which supports intentional positive touchpoints with students throughout the day.”

“Our focus on relationships and character development was changing our discussions with students and reducing conflicts during lunch and recess.”

“Many students who previously struggled with behavior or peer relationships have made real progress because they now have tools and vocabulary to reflect, reset, and try again.”

“This shared vocabulary has improved our school climate, leading to fewer behavioral issues.”

“When we began The Positivity Project four years ago, most teachers started with a few lessons a week. Now it has become a daily source of positive lessons, with 100% support from our teachers.”

“I sat there and quietly tried to pick my jaw up off the ground. I had been trying to teach that exact lesson to these students for two years. When I asked what made it click this year, they told me it was because they get to see their classroom teachers model and teach the character strengths throughout the day.”

“Based on the impact we've seen, our middle school has now adopted The Positivity Project, which continues to teach these strengths as students move up to a new school.”

“Teachers are less stressed because they know they can choose when they incorporate P2 into a class, instead of forcing it.”

“I can confidently say that in 14 years of teaching fifth grade, I have not seen a more powerful way to teach kids about recognizing their own strengths and the strengths of others than P2.”

“At Imagine School at Broward, Positivity Project (P2) is not treated as an add-on or a separate program. Instead, it is part of the rhythm of our school day.”

“We have an elementary school with a P2 club. We call them our P2 leaders. I said, you are leaders in this school and it is up to you to help us engage the rest of the kids. So, what can you do to embody these character strengths and to show those real life examples that this is transferable and real?”

“It didn't feel like 'one more thing.' Instead, it became the thing that anchored our school day with purpose.”

“P2 gives us an intentional resource and approach that ties together many district-wide initiatives, such as Safety, Restorative Practices, Core Behavior Supports, and Wellness Screeners. These initiatives are meant to create a positive culture and climate, and P2 gives us a resource to help bring all of that together.”

“By using a shared framework and common language, P2 reinforces the values we want students to develop — such as empathy, responsibility, and resilience — while ensuring consistency across classrooms and schools. This alignment strengthens implementation, supports staff in integrating SEL into daily practice, and ultimately creates a more cohesive and supportive learning environment for students.”

“At the Academy of St. Joseph, we believe that character education is not just about teaching students how to be good individuals today—it is about shaping who they will become in the years ahead.”

“P2 helps create common language throughout the school and ensures alignment and focus on character strengths with students. It spurs other ways for students and staff members to look beyond superficialities and identify true positive traits we want to promote.”

“It was just enhancing the parents' ability to connect to their children… The Positivity Project is something every parent would want in their household, at the dinner table, in the morning, on the way to school.”

“We had a guest reader come in this month for March's reading month. He's a local baseball coach for a local semi-professional team and he came in to talk about teamwork and goal setting. One of the kids raised their hand and said, 'You really have to have prudence when you're trying to reach a goal.' He was totally taken aback because he honestly didn't know what she meant by saying prudence. Half the room shot up and wanted to explain what prudence was. He was very impressed with the vocabulary the kids were having about the traits.”

“You can learn a lot from the Positivity Project. I notice that people have been able to be kind to others and share with others and it has made this world a better place. It is better to have a kind world than to have a mean, negative world. If you feel like you live in a mean, negative world, start doing the Positivity Project.”

“When I first started at this school, I never heard of the Positivity Project but when I started to hear about the Other People Mindset and I thought about it, I realized that I had been mean to people and I didn't think that it was going to affect people. I apologized and said sorry to the people I had been mean to and from that point on, I thought about people and not to say mean words to them. It has changed me and I believe in second chances.”

“Perseverance and Perspective have been major strengths that helped me handle challenges. Being reminded that things will pass and that I have the ability to grow and learn from them has been incredibly helpful.”

“I think the perseverance helped me NEVER to give up. I like how they had videos to show you the lessons. I like The Positivity Project. I learned to NEVER give up and to try new things.”

“My favorite part about The Positivity Project is the videos because some of them are funny and some of them are kind and I also like the questions because they made me smarter.”

“Based on the quality of conversations we have had with our kids over the last year, I know for sure that P2 is making a difference in how my kids think and feel about themselves and other people. By providing us with a shared vocabulary and a better understanding of the character strengths, P2 has helped our family to have more engaging conversations and a stronger connection with each other.”

“To have a better classroom culture makes the kids comfortable, which means they're going to fight for their teacher. They're going to try a little bit harder. It means they're going to be more invested in their academics.”

“This curriculum is not only enriching his classroom experience but also inspiring him to bring these skills and concepts home to share with his family.”

“My son doesn't like weekends very much. He cannot wait for it to be Monday. He loves to learn. He loves to be with his friends. He adores his teachers.”

“For us, it is a framework that shapes how students, faculty, and staff operate daily. What started as implementation has become our school culture.”

“One of the most powerful aspects of P2 is that it is structured so students can lead it. Students take ownership of lessons, model leadership, and set positive examples for one another.”

“The Positivity Project has helped to bring teachers together again and has quite literally provided all the people in our building with something positive.”

“We have watched kids transform again and again, from disrespectful to respectful, from challenging to cooperative, and from ungrateful to grateful, just by modeling appropriate behavior, sharing learning experiences, and using character strengths to build relationships.”

“We all know that school programs come and go, sometimes from one year to the next, but with The Positivity Project (P2), we know every year we will come back to teaching our students how to explore the good in themselves to build better relationships.”

“The Positivity Project isn't just shaping students—it's shaping our entire community. Together, we're building a school where every strength is valued, and every person feels connected.”

“With everything already put together for me in the lesson, I can make the most of my time.”

“We're not waiting for a situation to arise to have a teachable moment. We're teaching concepts like integrity before problems happen. It's woven throughout the school year.”

“Building P2 into daily instruction has shifted the focus from compliance to community. Students feel recognized for the strengths they bring to our environment alongside their academic success. That shared emphasis on character has fostered a more supportive, respectful, and unified school culture in which students are encouraged to grow as learners and as people.”

“I feel like The Positivity Project has really helped kids be able to see another side of the argument, which I feel like goes a lot with perspective. And that can really help with how people argue, which can really help with friendships and make them a lot stronger.”

“Students are increasingly able to identify which character strength they need to build to improve a situation, which reflects both their understanding of the language of character and their willingness to apply it in moments that require reflection and accountability. When a student can name the strength that would have helped, the conversation surrounding the situation has somewhere to go next. That student can start thinking about what they want to do differently, and now they have the vocabulary to move forward.”

“We are in the business of changing lives, and partnering with The Positivity Project has rekindled that fire.”

“We have a powerful new vocabulary, which my students and staff understand and consistently use. This produces conversations that are deeper, more nuanced, and more positive than they've ever been before.”

“P2 at Capac Elementary is now a part of how we operate every day. The consistency comes from keeping it simple, visible, and connected to real interactions between students and staff.”

“Parents often share that their children talk about P2 character strengths at the dinner table and reflect on which strengths they are working to demonstrate, hoping to one day earn Citizen of the Week. Those conversations happen at home, organically, without a teacher assigning them, which shows the impact the lessons are having.”

“When a parent tells us their child used a character strength at home, we know the language has stuck.”

“I have a very special instance in which there was a student out in the playground who was having a rough time. At that moment I was talking with one of our 8th grade students. She approached the student who was having a hard time and invited her to go on the walk with us! But that was not all, she also took the time and invited other students that have the tendency to isolate themselves. As a leader here at KCS, it fills me with pride to see that our students put into practice the virtues they have learned through the year.”

“For any schools that are getting ready to start P2 or just starting out, there's a couple things that we learned over the last couple years. Just be consistent. As you go, keep looking into more resources. They're all there. Add to it slowly, and over time, you'll find that you're going to come up with your own amazing ideas.”

“If you're looking for a meaningful way to build character, boost achievement, and create a school-wide sense of pride and ownership, I can say confidently: The Positivity Project works.”

“It gave us shared language for something our staff and families were already trying to do, and focusing on others always brings a positive energy to our campus.”

“From a district approach, each building doesn't have to implement it the same way. Figure out where the building is, the age of the students, and you could tailor it to that building.”

“P2 offered a clear, practical way to strengthen character and relationships consistently so that we could connect our school goals to a shared approach across the whole community.”

“P2 has transformed the dynamic at D.C. Virgo, promoting a culture of empathy, self-awareness, and positivity. This shift has created a supportive environment where students feel valued and connected, allowing them to focus more on learning.”

“The feedback that I've gotten from parents is they love it. There's not a parent who doesn't want their kid to be kind, to have forgiveness, to have courage, to understand bravery.”

“Nothing is better than a kindergartner being able to use character strength language to tell you their friend wasn't showing integrity, or overhearing a second-grade student say: I lost, but I persevered after losing a race.”

“P2 matters to me because culture drives outcomes. Academic achievement does not happen in isolation. It happens in environments where students feel safe, valued, and connected.”

“We believe that The Positivity Project is a necessary investment not only for our students but also for ourselves as educators and leaders in our community.”

“We have a lot of structures in place that complement P2. Now, we use every opportunity to share with our parents.”

“For staff, P2 has strengthened collaboration and brought greater unity to our campus. … P2 has also supported our adult culture by encouraging staff to recognize strengths in one another, celebrate growth, and problem-solve together.”

“Your kindergartner learning about it now, it's going to be engrossed in their language by the time they hit third grade. And that's just going to be part of your everyday conversation like, 'Today, Dad, I was brave. Today I showed compassion.'”

“We love The Positivity Project because it focused on relationships and the fact that Other People Matter. And we know that our kids, if we want them to be successful... we have to teach them how to build positive relationships.”

“I can walk outside at recess and I can say something, 'Oh, that showed integrity.' And they'll know exactly what we're talking about because we just did it. In fact, this morning, a little guy from third grade, he found money on the playground. And right away, I made it a big deal. And I told him, 'Well, that showed a lot of integrity. You can go give it to Coach P.' And he was so excited because he's like, 'We just learned that.'”

“It's not just one lesson. It's not just a 10-minute lesson on gratitude and we're done for the day. These lessons interweave with each other through topics, through subjects, through grades.”

“True behavior change is identity change. When your behavior and your identity are fully aligned, you are no longer pursuing change. You are simply acting like the type of person you already believe yourself to be.”

“By aligning P2 with PBIS, our character education efforts work alongside our behavior expectations to create a positive school culture rooted in leadership, responsibility, and accountability.”

“Kids want to be here, they want to be here. It's a safe place, it's a loving place, it's a caring place, it's a nurturing place.”

“The lessons are easy to follow, require minimal preparation, and let teachers tailor conversations to their students' specific needs. This low-prep structure makes consistent implementation realistic, which is key to long-term success.”

“A student who hears about gratitude in a morning meeting, sees it celebrated on our bulletin board, practices it in my lesson, and talks about it at dinner has met that strength four times in a month. That is what a shared language does.”

“Positivity Project reaches all levels of the community so that we can all use the same language and work towards the same good. And that's just to treat everybody with kindness and compassion.”

“P2 matters to us because it helps students become better learners and better people. Academics are important, but students need strong character and positive relationships to truly succeed. Without P2, our school culture would feel less connected and more reactive. P2 gives us a shared language, a common goal, and a way to intentionally build a positive school community.”

“We focus a lot on humor. We have very, very serious jobs, but I do not take myself that serious. I think kids see that, and the teachers realize that it's safe to be themselves and to show their personalities, with those boundaries of respect with the students.”

“School-wide, the culture has shifted toward one of understanding and acceptance. With the focus on The Other People Mindset, students are more aware of one another's needs and more willing to offer support. Conversations about behavior are no longer just about rules; they are about character, choices, and growth.”

“Implementing The Positivity Project has caused a shift in student behavior and strengthened our school culture. Students are becoming more intentional with their words and actions, which shows their confidence and emotional awareness. Teachers are using shared character language, leading to clearer communication and a stronger sense of belonging across classrooms.”

“When you see eighth graders teaching the other middle schoolers, getting up in front of the whole school and talking about love or gratitude, it has really shifted people's perspective on what's possible.”

“I find Positivity Project a game-changer primarily because it shifts character education from a vague concept to a concrete, daily habit that can be seen and felt throughout my entire building.”

“Students absolutely love it when their peers lead the lessons, and some classrooms are allowing students to teach P2 as a reward, further increasing engagement.”

“We started our middle school elective class for P2, which is great because it's laid out right there. The teacher has really loved teaching that class. The kids have loved taking it.”

“What started as an adult-led activity quickly became a student-driven one, showing that our students are practicing and leading with character strengths rather than only learning about them.”

“We really tried with our students to target specific individuals who you wouldn't think would be a P2 leader. 'Hey, I'm counting on you. We're in the classroom. You're a P2 leader. What character strength should you be showing right now? How are you going to do that?'”

“The vocabulary is the same in a 2nd grade classroom as it is in a 5th grade classroom. That consistency is what makes the difference at a schoolwide level.”

“P2 has become part of our culture rather than a curriculum we run.”

“We have a really, really strong elementary student council. We call them the P2 Peeps. They are so excited about... P2 that [it] has, over the last eight years, built up our middle school and then into our high school.”

“Students let words like integrity roll off their tongue and carry themselves with pride throughout our building every single day because P2 is our culture.”

“We have changed the way we talk to children. We directly teach them about the value of themselves and how they affect the lives of those around them. This has made a huge impact for the students that we teach — and also for us as teachers.”

“As the kids learn, they're sharing with us. As parents, we're also learning as well.”

“Kindergarten students were raising their hands and using the words 'Integrity,' 'Perseverance,' and 'Gratitude'…Ms. Saleh's students use these words with such tenacity and it seems so natural to them.”

“This gave us common language for projects and allowed for some teachers to start talking about things between grades, because the kindergarten teacher is teaching about integrity and the fifth grade teacher is teaching about integrity.”

“The data over the past several years has shown that students truly feel that others care about them. The Positivity Project has played such an important role not only in helping individuals grow, but also in helping student friendships and relationships get stronger over the years.”

“P2 brought about an immediate impact. I heard countless stories from teachers about their students' efforts to show #PositivityInAction in the school, at home, and in their community.”

“P2 gave us the curriculum already there... We didn't have to do any work with it. It just worked great with our mission and vision.”

“P2 helps us bring our diverse population together into one supportive family where every student feels seen and valued.”

“We meet monthly with our Tier 1 team to decide on the following month's challenge based on our school behavioral data.”

“I've had a number of students who have really stepped up and taken leadership roles within [the] Positivity Project.”

“Our Tier 1 team designs and facilitates these meetings, each centered on a specific P2 character strength such as gratitude, bravery, or kindness.”

“They saw that the characteristics almost mirrored the characteristics of God, because we're a faith-based school and we're Catholics. We wanted something that... we could mesh our belief with. Positivity Project was one of those things.”

“We have noticed students using character strength vocabulary to describe characters when retelling or summarizing a text.”

“Giving them a chance to start to understand that there's different ways of seeing things, and it's okay. I just love having students take a pause and see that. That's where I saw the light bulb go off a little bit more.”

“Reading about a character strength in class is one thing. Spending an afternoon doing the work someone else does every day is another.”

“I'm really impressed with the way this program focuses on positivity (I know it's in the name!) and does not fall back on giving examples of poor attitudes and poor behaviors – students already see enough of those in real life, and don't need them reinforced. This is probably one of the better programs I've ever been involved in implementing, and the productive discussions in class are wonderful to see.”

“Positivity Project is the fabric of who we are... That's our school culture and it's how we operate.”

“When they came in, the teacher was listening to them and their concerns, and she said, 'Well, our character trait we're learning about this week is forgiveness. Do you think you girls could sit down and talk through this and use that character strength of forgiveness to work your way through it?' They agreed to it, and they were able to resolve their situation they had.”

“It's just really easy. I go to Google Docs and open it up and everything's right there. You could easily just click right through.”

“P2 works well for our school because all of the resources are easily accessible and ready to go.”

“P2 aligns perfectly. The delivery of the program is engaging, mindful of student attention spans, well suited to fit into the school day, and elicits thoughtful responses.”

“Positivity Project has gone above and beyond to make sure that everything that is shown and everything that is talked about is at grade level and appropriate for the kids that we're teaching.”

“In my 31 years as an educator, I've seen countless character ed programs come and go. This is the first I've experienced that has made a noticeable difference in our schools and amongst our community. Teachers embrace it, students learn and develop from it, and our community is the beneficiary of it.”

“In 31 years of education, 13 of them as an administrator, The Positivity Project has truly risen above and beyond anything I've experienced.”

“As we start to target specific skills in counseling or with students with behavioral needs, we're able to really apply those skills that we learned in The Positivity Project throughout.”

“They are not a vendor in our eyes, but more like a partner. The Positivity Project has made a tremendous impact on our district and community. It has many resources that are easy for our teachers to access. P2 is responsive to any questions we have. They communicate quite effectively and have a personal touch that makes us feel like we are their only customer.”

“We had our parents telling us about conversations that were happening at the dinner table around character strengths and the importance of positive relationships. [That] really helped our community come together.”

“More kids are coming to school, more kids are staying in class, and there are better relationships between teachers, students, and families all the way around. It's been a wonderful resource and a small investment for a large yield in terms of outcome.”

“Mr. Jones and I used to just talk back and forth. But when he found out my top strength is humor, we started telling each other jokes every day. My relationship with him is so much stronger now because of The Positivity Project.”

“I have nothing but good things to say about P2. There was a difference in culture. It is contagious.”

“Getting buy-in from staff to implement additional programming with fidelity can be difficult; however, P2's ease of access and relatable content have eliminated this barrier. Both staff and students look forward to the dedicated daily time. It is the most consistently utilized and implemented character trait/SEL programming that our staff has used in the 11 years I have been in the building.”

“I can honestly say I have never felt so good about a character education program in my teaching career. I can actually see this program working every day. Each week that we touch on new strengths, we are all reminded of our potential to be better human beings. We have truly seen a transformation in our program since we began using The Positivity Project.”

“That common message supports what our core values are. We believe in teaching our kids to be the best they can be in mind, body, and spirit, and P2 aligns directly with that.”

“I believe that using P2 has enhanced relationships between students in my class. They are more interested in solving conflicts with each other, forgiving each other and learning to respect each other. I have literally no behavioral issues in my class and I think it's largely due to my consistent use of P2. Students love spending time each day learning about the 24 character strengths.”

“It's hard to be a teacher... When you have a kid who could recognize that good thing in their teacher, and then they're comfortable enough to say that, that's an amazing gift that they can give us.”

“Our experience with the implementation of P2 has been very positive. Because this is our first year using P2, our staff received PD in the spring, and then again before school started in the fall. These sessions provided our staff with explicit instructions on how to access the weekly lessons, which are very straightforward and teacher-friendly. We look forward to seeing the cumulative effect of teaching our students these character traits.”

“Using P2 lessons in my classroom definitely helps my students, but I feel like it also helps me be a better person.”

“There's 24 character strengths in The Positivity Project. That means there's 24 seeds that get planted... They're there, and they're going to replicate and make more seeds for other students. And the more it grows, the better the community is going to be.”

“As a P2 leader in my building, I feel I have seen and heard a change in many students because of the program. Students identifying their own strengths, the strengths of others, as well as using the terms in an academic setting proves just how cohesive the program is and the way in which it supports students academically and emotionally in just the right ways!”

“We truly believe in P2 and appreciate the impact it has had on our District.”

“We believe in what works for kids. P2 works for kids.”

“57 percent of our students made [honor roll] in the first quarter. Our attendance rate is up. Our discipline data is down. I don't think it's a coincidence. I think kids are starting to feel better about themselves. They feel valued.”

“I leave a LOT of seminars wishing for my time back. This one, I left and wished I had another day of it all! I think this is going to make a difference one school and one child at a time.”

“My whole life has changed just because of this Positivity Project. My whole mindset has changed. Other people matter. Put them before yourself.”

“The seminar was amazing and just what our school needs. All of us cannot wait to start in our classrooms and then we are going to teach our staff. While in the class I was designing the walls of the school to reflect P2!”

“This concept is exactly what students need right now. The focus on other people and interacting with people to find happiness is profound for today's youth.”

“We're in education because we care about kids and we love kids. It's not always about test scores... It's about, are we creating better citizens in the three years that we have our kids here?”

“The Positivity Project has been a huge benefit for our program this year. We have watched students grow into who they meant to be through learning about the Character Strengths. I have watched them put them into practice in their daily lives, as well as hearing back from parents who have expressed appreciation for the things their children have been learning and teaching at home to the entire family.”