School-Based Positive Psychology Interventions that Promote Well-Being in Children: A Systematic Review

Cyntia Mendes de Oliveira (), Carla Regina Santos Almeida and Claudia Hofheinz Giacomoni
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Cyntia Mendes de Oliveira: Universidade Federal Do Rio Grande Do Sul
Carla Regina Santos Almeida: Universidade Federal Do Rio Grande Do Sul
Claudia Hofheinz Giacomoni: Universidade Federal Do Rio Grande Do Sul

Child Indicators Research, 2022, vol. 15, issue 5, No 3, 1583-1600

Abstract: Abstract The present study aimed to identify which school-based positive psychology interventions are effective for increasing children’s well-being; synthesize existing interventions; and summarize the quality of identified studies. This systematic literature review includes publications up to August 2020, retrieved from the PsycINFO, ERIC and Scopus databases. This review comprises fifteen studies that fit the inclusion and exclusion criteria. Most of the interventions, programs and curricula that aimed to promote children’s well-being focused on elements of subjective well-being, and their effects remained in the short and long-term. Most of the programs that showed a positive effect on well-being were delivered by teachers, which may have enhanced the success of the programs. To be effective, the content of interventions can include a single component or multiple components of well-being. Further research is needed to verify the impact of the effects on well-being through follow-up assessments. The overall quality of the reports is adequate, but most of them lack a randomized controlled design.

Keywords: Positive psychology; Well-being; Childhood; Intervention (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s12187-022-09935-3

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