CONFERENCEhttps://doi.org/10.22364/htqe.2026.03 | 52-65 | PDF
Integrating the Perma Model to Enhance Teacher and Student Well-Being in 21st-Century Classrooms
Liene Vītola1
1 University of Latvia, Faculty of Education Sciences and Psychology, Latvia
Abstract
The increasing complexity of 21st-century education has intensified cognitive, emotional, and organizational demands on both teachers and students, particularly within language learning environments. Language classrooms require sustained communicative engagement, exposure to uncertainty, and continuous interpersonal interaction, all of which may contribute to elevated anxiety and reduced motivation among learners. Simultaneously, teachers face expanding professional responsibilities that extend beyond classroom instruction to include curriculum development, interdisciplinary projects, administrative duties, and institutional coordination. These combined pressures suggest increasing the risk of chronic stress and professional burnout.
This article aims to explore the integration of the PERMA model of positive psychology – Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment – with coaching methodologies as a pedagogical framework for enhancing well-being in language classrooms. Coaching practices such as goal-setting, reflective questioning, strengths-based feedback, and solution-focused dialogue are examined as operational tools for embedding PERMA principles into instructional practice. The study develops a conceptual framework that links coaching strategies to second language acquisition processes, emphasizing learner autonomy, emotional safety, and communicative confidence.
Current analysis suggests that PERMA-informed coaching holds promise for high-demand academic high schools. Initial insights point to potential student benefits – including reduced language anxiety, higher engagement, and stronger interpersonal relationships – while supporting teacher well-being through reflective practice and reduced emotional exhaustion. Ultimately, this framework provides a baseline for future empirical studies to evaluate whether integrated coaching interventions can enhance student and teacher well-being.
Keywords: coaching, language education, PERMA model, teacher and student well-being
In: Human, Technologies and Quality of Education, 2026. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2026. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2026. 236 p.
ISBN 978-9934-36-685-7
https://doi.org/10.22364/htqe.2026