Training on Positive discipline in schools for 40 teachers at Ha Son Primary School

At the training session, 40 teachers from Ha Son Primary School were introduced to the concept of children's rights, the principles of positive discipline, and the importance of this approach in building a friendly learning environment.

The content was delivered through real-life scenarios, helping teachers clearly understand the differences between positive discipline and traditional disciplinary methods. After mastering the theory, they had the chance to analyze practical situations and discuss how to apply positive discipline in both classroom and family settings. From there, they identified appropriate strategies to help students recognize and adjust their behavior in a positive way.

"In the past, I had read and learned a bit about positive discipline in teaching. But today, I realized that positive discipline is not only applicable at school—it’s also crucial for parents in raising their children, fostering connection, and supporting their holistic development."

"Through this class and the real-life stories shared, I gained a deeper understanding of the importance of closeness and loving guidance, as well as how to apply positive discipline to better teach both students and my own children."

These were some of the reflections shared by teachers participating in the Positive Discipline training, which was led by Ms. Vu Thi Kim Hoa, a specialist from the Association for the Protection of Children's Rights and former Deputy Director General of the Department of Children (Ministry of Labor, Invalids and Social Affairs).

The highlight of the session was a group activity where teachers collaborated to develop a set of positive discipline principles. Together, they discussed and agreed on a code of conduct to be applied in school, aiming to create a more respectful, friendly, and effective educational environment.

The Positive Discipline training is part of the Happy School Project, one of many initiatives under this program. The 2024–2025 school year marks the third year of the project’s implementation, which aims to improve the quality of education for students in mountainous areas and contribute to achieving the Sustainable Development Goals (SDGs).