Lea Waters|Matthew Higgins
The impact of a teacher-based positive education intervention on student wellbeing literacy
Victorian Curriculum and Assessment Authority|University of Melbourne|Claremont Graduate University
past decade research consistently found positive education interventions beneficial effect mental health outcomes students improvements life satisfaction reduction anxiety encouraging see changes student mental health research yet adequately explored whether positive education interventions change students understanding wellbeing wellbeing literacy new construct within field positive education defined ability understand concept language wellbeing study examines whether student language understanding wellbeing changes following intervention trains teachers core principles positive education students across grades five six seven ages 1113 n 231 three australian schools provided brief written descriptions understanding wellbeing teachers undertook eightmonth positive education intervention thematic analysis used methodological tool analyze student language understanding wellbeing inferential frequencybased statistical analyses used compare preintervention postintervention responses results revealed student understanding wellbeing evolved four key ways become 1 detailed 2 strength based 3 expandedmultidimensional 4 relational postintervention understanding wellbeing significantly likely include aspects emotional management strengths coping mindfulness selfkindness implications limitations future directions discussed