Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student's sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: (1) the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; (2) how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and (3) the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field. The following contents are included: Section I: Conceptual Foundations: (1) Towards a Science and Practice of Positive Psychology in Schools: A Conceptual Framework (Richard Gilman and E. Scott Huebner); and (2) Covitality: A Synergistic Conceptualization of Adolescents' Mental Health (Tyler Renshaw, Michael J. Furlong, Erin Dowdy, Douglas Smith, Meagan O'Malley, Jennica Rebelez, Seung-Yeon Lee, and Ida Frugård Strøm). Section II: Individual Positive Psychology Assets: (3) Measuring and Promoting Hope in Schoolchildren (Susana C. Marques, Shane J. Lopez, Sage Rose, and Cecil Robinson); (4) Optimism: What it is and its Relevance in the School Context (Peter Boman and Amanda Mergler); (5) Gratitude in School: Benefits to Students and Schools (Giacomo Bono, Jeffery J. Froh, and Rafael Forrett); (6) Empathy, Prosocial Behavior, and Positive Development in Schools (Tracy L. Spinrad and Nancy Eisenberg); (7) Emotion Regulation: Implications for Positive Youth Development (Maureen Buckley and Carolyn Saarni); (8) Academic Self-Efficacy (Dale H. Schunk and Maria K. Dibenedetto); (9) Promoting Positive Motivational Goals for Students (Lynley H. Anderman and Stephanie Levitt); (10) Achievement Emotions (Richard Pekrun); (11) Creativity in the Schools: Renewed Interest and Promising New Directions (James C. Kaufman and Ronald A. Beghetto); (12) Student Engagement (Jill D. Sharkey, Matthew Quirk, and Ashley M. Mayworm); and (13) Life Satisfaction and Schooling (E. Scott Huebner, Kimberly J. Hills, James Siddall Richard, and Rich Gilman). Section III: Contextual Educational Factors and Resources: (14) Flow in Schools Revisited: Cultivating Engaged Learners and Optimal Learning Environments (David J. Shernoff, Beheshteh Abdi, Brett Anderson, and Mihaly Csikszentmihalyi); (15) Meaningful Activity Participation and Positive Youth Development (Bonnie L. Barber, Bree D. Abbott, Corey J. Blomfield Neira, and Jacquelynne S. Eccles); (16) Cultivating Mindfulness in Students (Tyler Renshaw and Meagan O'Malley); (17) Peer Relationships and Positive Adjustment at School (Kathryn Wentzel, Shannon Russell, and Sandra Baker); (18) ClassMaps Consultation: Integrating Evaluation into Classrooms to Promote Positive Environments (Beth Doll, Robert A. Spies, Anne E. Thomas, Jonathon D. Sikorski, Mindy R. Chadwell, Brooke A. Chapla, and Erika R. Franta); (19) Building Resilience in Schools Through Social and Emotional Learning (Oanh K. Tran, Barbara A. Gueldner, and Douglas Smith); (20) School Climate: Definition, Measurement, and Application (Keith Zullig and Molly Mathews-Ewald); (21) Engaging Students in School Climate Improvement: A Student Voice Strategy (Meagan O'Malley, Adam Voight, and Jo Ann Tzu); (22) Positive Psychology and School Discipline (George G. Bear and Maureen A. Manning); (23) Understanding and Promoting School Satisfaction in Children and Adolescents (Shannon M. Suldo, Lisa Bateman, and Cheryl D. Gelley); (24) Innovative Models of Dissemination for School-Based Interventions that promote Youth Resilience and Well-Being (Amy Kranzler, Lauren Hoffman, Acacia Parks, and Jane Gilham). Section IV: School-Based International Perspectives: (25) Positive Education: An Australian Perspective (Suzy Green); (26) Enhancing Well-Being in Youth: Positive Psychology Interventions for Education in Britain (Carmel Proctor); (27) Applications of Positive Psychology to Schools in China (Lili Tian, Zhaorong Li, Huan Chen, Mengmeng Han, Dushen Wang, Siyuan Huang, and Xiaoting Zheng); (28) Emotional Intelligence: School-Based Research and Practice in Italy (Annamaria Di Fabio, Maureen E. Kenny, and Kelly A. Minor); (29) Hope in Students: Theory, Measures, and Applications to Portuguese Schools (Susana C. Marques and Shane Lopez); (30) Positive Psychological Interventions in U.S. Schools: A Public Health Approach to Internalizing and Externalizing Problems (David N. Miller, Amanda B. Nickerson, and Shane R. Jimerson); and Perspective: (31) Positive Psychology in Schools: Good Ideas Are Never Enough (Collie W. Conoley, Jane C. Conoley, Kathryn Z. Spaventa-Vancil, and Anna N. Lee).