Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects.
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We particularly wish to thank the reviewers for their comments and encouragements which have helped improve the quality of this review of brief positive psychology interventions in schools. The detail and depth of all the reviews was sincerely appreciated.
We would like to acknowledge, with appreciation, funding from Institut National de Prévention et d’Education pour la Santé (INPES) that supported the Positive Psychology Interventions in Schools Review, on which this manuscript is based (grant no. 040/14-DAS).
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Shankland, R., Rosset, E. Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators. Educ Psychol Rev 29, 363–392 (2017). https://doi.org/10.1007/s10648-016-9357-3