THE IMPACT OF POSITIVE EDUCATION INTERVENTIONS ON WELLBEING LITERACY IN AUSTRALIAN STUDENTS

Abstract

This study examines the impact of positive education interventions on student language and understanding of wellbeing, specifically wellbeing literacy. The sample consists of 231 students across grades five, six, and seven (ages 11-13) from three Australian schools who provided written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis and inferential frequency-based statistical analyses were used to compare pre-intervention and post-intervention responses. Results show that post-intervention understanding of wellbeing became more detailed, strength-based, expanded/multidimensional, and relational, and included aspects of emotional management, strengths, coping, mindfulness, and self-kindness. The study highlights the importance of wellbeing literacy and the potential benefits of positive education interventions for enhancing student understanding of wellbeing