Fostering Happiness in Speech-Language Pathology Education: An Integrated Approach to Self-Care, Service, and Gratitude

This exploratory study evaluated the impact of a structured class project focusing on service, gratitude, and self-care on the happiness levels across three cohorts of speech-language pathology university students. Participants included 82 students from three cohorts: two undergraduate and one graduate. Over 15 weeks, students engaged in weekly activities from the three categories. Pre- and postintervention happiness levels were assessed using both the Oxford Happiness Questionnaire and data from two survey questions. The results indicated a statistically significant improvement in overall happiness scores across all three cohorts, with service-to-others identified as the most impactful practice. These findings suggest that psychoeducation and structured happiness-enhancing activities can effectively improve mental health among university students, especially those in helping professions. Integrating such interventions into educational settings could support student well-being, warranting further research on their long-term benefits and applicability across different fields.