HAPPI Psychology is grounded in evidence-based practice – the integration of expertise with the best available research evidence. Here is a summary of research findings in positive education, with references to the research papers for further reading.
Impact on Learners
Seligman et al (2009) found that the implementation of Positive Psychology techniques with young people in schools increased their self-reported feelings of enjoyment and engagement in school. Teachers reported that Positive Psychology strategies improved pupil’s strengths in areas related to learning, such as curiosity, love of learning and creativity. “In addition to stand-alone courses and embedding Positive Education into the day, many students and teachers found themselves living it in ways they had not anticipated”.
Seligman, M.E.P., Ernest, R.M., Gillham.J., Reivich.K., & Linkins.M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35 (3), 293-311.
Several researchers have examined the positive psychology ‘Penn Resiliency Program’, 19 controlled studies found that as a result of this program learners were more optimistic, hopeful and resilient. They also experienced less exam anxiety and their scores on standardised assessments increased by 11%.
Brunwasser, S.M., Gillham, J.E., & Kim, E.S. (2009). A meta-analytic review of the Penn Resiliency Program’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77 (6), 1042 – 1054.
Galloway,R., & Reynolds, B. (2015). Positive psychology in the elementary classroom: The influence of strengths-based approaches on children’s self-efficacy. Open Journal of Social Sciences, 3 (9), 16 – 23.
Duckworth et al (2007) found that grit (which they described as the positive psychology concepts of perseverance and passion for long-term goals) has been found to predict success in life over and above IQ and conscientiousness.
Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92 (6), 1087-1101.
Adler (2016) found that positive psychology interventions resulted in significantly higher student well-being and performance in exams.
Adler, A. (2016). Teaching wellbeing increases academic performance: Evidence from Bhutan, Mexico and Peru (Doctoral Dissertation). University of Pennsylvania. Publicly Accessible Penn Dissertations, 1572.
Fadlelmula (2010) found that positive psychology interventions, such as those designed to increase optimism, have a positive impact on student motivation.
Fadlelmula, F. K. (2010). Educational motivation and students’ achievement goal orientations. Procedia-social and behavioural sciences, 2 (2), 859-863.
Shankland et al (2017) found that brief positive psychology interventions yielded positive results on student wellbeing and learning.
Shankland, R., & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29 (2), 363-392.
Impact on Teachers
Shu-Hua Yeh & Barrington (2023) founds that the use of Positive Psychology Interventions (PPI’s) enhanced many different aspects of teacher wellbeing and had a positive impact on others.
Shu-Hua Yeh, C., & Barrington, R. (2013). Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – A qualitative case study in England. Teaching and Teacher Education,125, 1-12.
Sandholm et al (2023) found that as a result of implementing Positive Education in their practice, teachers experienced both personal and professional growth and also noted positive changes in learners.
Sandholm, D., Simonsen, J., Ström, K., & Fagerlund, A. (2023). Teachers’ experiences with positive education, Cambridge Journal of Education, 53 (2), 237-255.
Sin & Lyubomirsky (2009) and Kwok et al (2016) demonstrated that positive psychology interventions significantly increase happiness and decrease symptoms of depression in adults and children.
Sin, N.L., & Lyubomirsky,S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65 (5), 467-487.
Kwok, S. Y., Gu, M., & Kit, K.T.K. (2016). Positive psychology intervention to alleviate child depression and increase life satisfaction: A randomised clinical trial. Research on Social Work Practice, 26 (4), 350-361.
Bradley et al (2018) and Bradley & Cordaro (2020) examined the impact of their Four Pillars of Wellbeing model which incorporates evidence-based practice from Positive Psychology. At 1 year and 3-year assessment points, they found significant increases in levels of teacher contentment, self-efficacy as a teacher, and self-compassion. Reduction in stress and burnout were also found.
Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018). Supporting improvements in classroom climate for students and teachers with the four pillars of wellbeing curriculum. Translational Issues in Psychological Science, 4(3), 245–264.
Bradley, C., & Cordaro, D. (2020). Impacts of the four pillars of wellbeing curriculum: A 3-year pilot study. Translational Issues in Psychological Science, 6 (4), 404-411.
Tyrer-Davies (2021) found that teachers who expereinced higher levels of love, bravery, fairness and humour experienced significantly higher levels of self-efficacy as a teacher, suggesting that character strengths can be harnessed to increase teacher wellbeing.
Tyrer-Davies, V. (2021). The relationship between character strengths and percevied teacher self-efficacy. Journal of Positive School Psychology, 7 (9), 115-151.
Chilver & Gatt (2021) found that the delivery of online positive psychology interventions was effective in boosting wellbeing and reducing distress.
Chilver & Gatt (2021). Six week online multi-component positive psychology intervention improves subjective wellbeing in young adults. Journal of Happiness Studies, 23, 1267 – 1288.
Dreer (2020) examined the impact of six positive psychology interventions used with teachers, finding increases in job satisfaction and engagement and a decrease in emotional exhaustion.
Dreer, B. (2020). Positive Psychological Interventions for Teachers: A randomised placebo-controlled field experiment investigating the effects of workplace-related positive activities. International Journal of Applied Positive Psychology, 5, 77-97