School-related well-being is important in its own right, as an indicator of student welfare, but also as a predictor of academic achievement. More often than not, however, schools struggle to tackle this complex issue, which relates to all aspects of teenage life.
One particular program available to them, referred to as BePART (Be Positive, Ambitious, Resilient and Thoughtful), was precisely designed with a holistic approach in mind. Integrating elements of positive psychology, mindfulness, cognitive-behavioral therapy and goals-setting theory, it can be delivered in short “interventions” and has recently received scientific support.
For their study, the team of researchers tested over 500 16 year-old British students who were randomly allocated to either a 6-week intervention or a “waitlist” condition. Each week, the experimental group participated in a specific 1h-hour session focusing on a particular aspect of student well-being:
Results indicated a positive impact of the intervention in the form of a slower decrease in well-being over the year in the experimental group. Student well-being was measured using the 6-item scale recently developed by Loderer, Vogl and Pekrun (2016), as well as self-reports of beliefs and feelings related to school experience.
The effect was arguably small, but nonetheless significant--and especially so for a relatively short, one time intervention.
More information on the BePART program is accessible here.
Reference: Putwain, Gallard, Beaumont, 2018, “A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability”, School Psychology International, 40:1, pp. 49-65