Development and evaluation of a school-based positive psychology intervention for adolescent students

Contemporary research indicates that positive psychology intervention (PPI) is one of the best ways to improve the mental health and well-being of individuals by combating mental health problems. The objective of this study was to investigate students’ general experiences, perceived improvements, and overall perspectives about PPI. Using Sequential Explanatory design, this study collected quantitative data from 53 school students after 12 weeks of PPI. Of these, 30 participants were recruited for the qualitative phase to provide in-depth clarification. In the quantitative phase, univariate analysis was used, and in the qualitative phase, thematic analysis was employed. Students’ general experiences with PPI were quite positive, and it improved their well-being multi-dimensionally, along with the required positive changes in thoughts, feelings, and behaviours. More specifically, five main themes were identified: participants’ insights on the quality of the sessions, attractive elements of PPI, difficulties during the activities, constructive changes to enhance well-being after PPI, and the consideration of positive psychology in school contexts. In addition, PPI enabled them to become self-confident, confront day-to-day life challenges, and maintain healthy interpersonal relationships. Hence, an optimistic outlook towards PPI emerged, and students were very interested in attending more sessions. These findings offer insights into how school-based PPI can be framed by focusing on students’ basic needs, capacities, and conditions to enhance their mental health and well-being, thereby shaping their futures more positively.