Positive psychology interventions in schools: a critical review

Abstract

The youth in South Africa face increased complexities and challenges on a daily basis, such as unemployment, substandard education, poor living conditions, low morale, substance misuse, risky sexual behaviour, bullying, violence and inadequate access to health care, with many factors that could negatively affect their mental and physical well-being. The quality of the South African education system is lacking tremendously, contributing to its status as one of the worst in the world. It is imperative that youth, especially school goers, are sufficiently equipped with the skills necessary to build resilience and hope in order to uplift them from mental illness and to build up their strength and well-being. The main aim of schools used to be academic excellence, but there has been a shift whereby learners are being acknowledged in a more holistic way and focused on well-being to assist learners in flourishing psychologically, socially and academically. Positive psychology interventions (PPIs) are programmes, practices, treatment methods or intentional activities aimed at enhancing positive feelings, cognitions and behaviours. PPIs enhance psychological and subjective well-being, and reduce symptoms of depression. PPIs are used in school settings to enhance mental health, to increase well-being and strength, and to empower educational staff and school learners. A critical literature review has been conducted for this study in order to review what has been investigated and written until now, and to provide a comprehensive account of positive psychology interventions and the effectiveness thereof within the school setting. The focus on PPIs in schools is motivated by the need for intervening positively in the education system, specifically in South Africa. Although there is expansive literature on positive psychology as a topic and sources with a focus on positive psychology in schools, it is necessary for the findings to be synthesised, allowing for a clearer empirical understanding of this phenomenon. All the data for the critical review came from English peer-reviewed published studies which scientifically evaluated the effectiveness of PPIs or programmes aimed to increase positive factors of learners within a school setting. Once the search and appraisal of literature had been conducted successfully, 18 studies were included in the final pool for analysis. Thematic analysis was used to identify themes for the study. Important themes, which were identified, included: intrapersonal well-being (autonomy, emotional regulation and resilience, self-efficacy and self-esteem); interpersonal well-being (empathy, acceptance and connectedness); feeling happy (positive affect, negative affect and life satisfaction); enjoy, engage and excel at school; and context of PPIs reviewed (location of schools in studies, grades of samples and settings). This research study provides a synthesis of the effectiveness of PPIs implemented in school settings. Therefore, this research study can be used as the foundation for further studies and the development and implementation of PPIs within the South African school setting. This research study reveals the effectiveness of positive psychology in schools and the importance of utilising PPIs to uplift learners and teachers, and to improve their well-being, academic outcomes and school climate.