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The last years of secondary school might be potentially stressful for students, leading to a decrease in school and global wellbeing. This research aimed to evaluate a multidimensional program to enhance students’ wellbeing characterized by the same theoretical framework for its development and measurement. In study 1, we tested the psychometric properties of the Wellbeing Profile to adapt it to Italian upper secondary school students ( N = 475). In study 2, we described the development and implementation of a brief and feasible class-time program to enhance wellbeing in a sample of 12 final classes of upper secondary schools. Results confirmed that the Wellbeing Profile is a valid and reliable instrument to evaluate wellbeing from a multidimensional perspective in upper secondary school students. Results of a quasi-experimental, non-randomized class design study showed protective trends for our program in relation to some wellbeing dimensions, with small, maintained improvements on selected measures at 1-month follow-up, suggesting that the proposed activities might have strengthened the ability of students to keep a positive state of mind. Even though the training needs to be applied in larger and different samples with a randomized class design, our results are promising.
Scalas et al. (Thu,) studied this question.