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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION + Sayand determine reasonable demands on students’ behaviour, the most important limits of behaviour for the education of students, get acquainted with students, e.g. in the form of cards on the notice board. + The whole pedagogical team respects the demands, uniformly. Inconsistency causes outrage and lability in students. ¢ Claims are submitted pleasantly, but clearly and concisely. + Get to know students’ opinions. Focus on areas of motivation, classroom work, teaching, activities and more. + The teacher should be a good example for students. Teachers follow the behaviour they require from students. During the creation of a positive climate, it is impossible to forget about the demands of parents, because they rightly expect the school to create a climate in which their child will feel safe and which will encourage him to learn (Petlak, 2006, 69-70). The main indicator of a positive school climate is the subjective mental well-being of the actors of secondary education in a supportive and constructive environment of secondary schools. Well-being, according to Seligman (2012), is when all actors in high-school education feel good and, according to Felcmanova, they also work comfortably at school. The author also added a definition according to the Partnership for Education 2030+ program, in which they defined a state of well-being for the Czech educational environment, i.e. teachers, students and the general public: “Wellbeing is when I am excited that morning is here...” (Felcemanovä, 2021, 1). In schools, Felcmanovä (2021) recommends targeted measures for the prosperity of a positive climate in both the teaching staff and high-school classes. Feelings of fear, anxiety associated with education and non-acceptance in the school group of adolescents will only have a negative effect on learning, the results of students and their overall individual satisfaction with life. According to Felcmanova, school teaching is at risk because one in five educators suffers from burnout and consequently the quality of education decreases, which does not meet the needs of students and, of course, the needs of teachers. In line with the Partnership for Education 2030+ program, the author recommends supporting well-being in education nationwide and determined five areas for the development of quality and satisfied living: 1. Physical — promotes safe healthy vitality, strength and energy, overall physical health in the form of a healthy lifestyle, quality sleeping, physical activity and favours a prosperous lifestyle in a healthy environment. 2. Cognitive — supports cognition, analysis of information, formation of opinions in the form of critical thinking, problem-solving system or creativity. It reflects its potential in motivation and aspirations. s 42 e
