Strength-based interventions in schools: a controled intervention with 10-12 y.o. children

Abstract

Background: Teachers aim at enhancing their students’ well-being and academic results. One way to get happier students with better academic results, is through a higher degree of engagement. Indeed, studies suggest a correlation between engagement, academic achievement and well-being. Researchers also propose that strengths-based interventions have an impact on engagement and well-being. This contribution plans to verify if a positive psychology intervention on signatures strengths has an effect on engagement and subjective well-being. Aim: This presentation examines the effectiveness of a strength-based intervention on subjective representations of 10 to 12-year-old Swiss students’ engagement and well-being. Method: 113 students divided into three groups took part in this study: a control group, a group which was given a theoretical course on character strengths, and a group which followed a theoretical course and then put it into practice. All of the 113 students took self-report questionnaires before and after the intervention. Results: The ANCOVA did not show that working on strengths has an impact on students’ engagement. However, statistical indicators suggest that exercising strengths has an effect on well-being. Conclusions: The implementation conditions of such a strength-based intervention are discussed. It seems that the teacher’s role is capital. Thus, we hypothesise that if a teacher knows the theory and uses strengths interventions on a day-to-day basis with his students, results could show greater engagement.