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A Review of School-Based Positive Psychology Interventions
Abstract
The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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What Schools Need to Know About Fostering School Belonging: a Meta-analysis
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018) · Educational Psychology Review · doi:10.1007/s10648-016-9389-8 · Cited by 1,141
Self-citationA multidimensional approach to measuring well-being in students: Application of the PERMA framework
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Li, C., & Xu, J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02453 · Cited by 156
Metadata
- Authors
- Waters, L.
- Venue
- The Australian Educational and Developmental Psychologist
- Publisher
- Informa UK Limited
- Published
- 2011-12-01
- Volume
- 28
- Issue
- 2
- Pages
- 75-90
- ISSN
- 0816-5122 (ISSN-L)
- 1839-2504
- OpenAlex
- W2146143314
- Cited by
- 503
- References
- 58
- FWCI
- 8.86
- Type
- journal article
- Language
- en
- Open access
- closed
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