Background

Schools are increasingly being considered a critical environment to promote adolescent wellbeing.  This has become even more important with preliminary studies showing that COVID may have led to increased rates of depression and stress in adolescents as well as reduced positive mental wellbeing. In 2020 the Australian Government Productivity Commission recommended “additional investment in school wellbeing programs and an increased focus on evaluating approaches to improve mental health and wellbeing within schools.”

Aims

This study aimed to evaluate the effectiveness of two different positive psychology interventions (PPI’s; random acts of kindness and a gratitude letter) on improving adolescent wellbeing within a school setting. The study also examined a potential mechanism of change for adolescent wellbeing through school climate (school relations) and school identification processes.

Method

A randomised intervention was conducted over a 4-5 week period in the second half of 2020.  1,260 students in years 7-10 from 5 schools across Australia participated in the 3-wave design.  Data was analysed using multilevel modelling.

Results

Results indicated that all students improved their positive wellbeing and had some improvements (reduction) in negative wellbeing (anxiety and depression).  Gains in positive wellbeing and reduction in anxiety (but not depression) were largely maintained at follow-up (wave 3).  There were no significant differences between the intervention groups and the control group.  School identification was found to be correlated with postie wellbeing and depression at later time points.  

Conclusion

Individual PPI’s may be an effective tool to improve adolescent wellbeing in a classroom setting, however more research needs to be conducted into how they work and what are the most effective interventions to be utilised by positive education programs and schools.