Background
Emerging research indicates that childhood positive emotions and school enjoyment are linked to academic success and wellbeing (e.g., Coffey, 2019; Coffey et al., 2015; Suldo et al., 2015). Yet, other research indicates that students do not always enjoy school and positive emotions decrease as the year becomes more stressful. With this in mind, we designed a multi-week intervention by modifying positive psychology activities to be used with elementary school students to promote happiness and build relationships.
Hypotheses/Research Questions
We hypothesized our intervention would be linked to more positive experiences and increased social inclusion.
Sample Characteristics and Sample Size
For 4 weeks, we visited classrooms (grades 3-4) in a rural, low socioeconomic status elementary school (n = 26).
Design
Each week, college students led elementary students through a different 30-minute positive psychology activity (e.g., gratitude letters, acts of kindness) modified to engage students in developmentally appropriate ways. Activities focused on interactive elements that connected students to other students and faculty. We used pre- and post-intervention measurements. We measured student wellbeing (e.g., emotions), social inclusiveness (i.e., how many classmates they would like to work with), and enjoyment.
Results
Social inclusiveness significantly increased from pre- to post-test (t(22)=-2.40, p=.025). Although positive emotions tend to decrease as the school year becomes more stressful, we were able to maintain happiness levels. Further, all students indicated they enjoyed and felt happy doing the intervention and they would want to do it again. School officials (teachers, principals) reported improved mood in the students and would recommend it to other schools.
Scientific Contribution
Although college students led the daily activities, these modified positive psychology activities can be easily adapted and done with minimal resources or training. Further, these activities can be used within the context of certain types of academic curriculum (e.g., handwriting practice).