Evaluating the effectiveness of universal positive psychology interventions on well-being in school-aged populations

Preventative well-being programmes are at the forefront of policy and practice internationally and have been deemed a priority in supporting children and adolescents. Schools are important environments to provide young people with evidence-based information and compassionate support in relation to managing their mental health and well-being. The research presented in this thesis explored the impact of universal positive psychology interventions (PPIs) on well-being in school-aged children. Firstly, the aim of this thesis was to synthesise the evidence base in relation to the impact of PPIs on increasing well-being and strengths and decreasing negative outcomes such as depression, anxiety and stress. A systematic review and meta-analysis of twenty-three studies revealed that PPIs have a small to moderate effect on well-being and strengths at post-intervention and follow-up. No statistically significant effects were reported in terms of negative outcomes at post intervention and follow-up. A second aim of the thesis was to examine the effectiveness of a universal intervention, the A Lust for Life (ALFL) Schools Programme, on levels of state well-being in Irish primary school children (aged 8-11 years). Three hundred and twenty-five children participated in the research at baseline and post intervention. Findings from the empirical research indicated small statistically significant increases in levels of state well-being in children who participated in the ALFL intervention. The overall findings from this research suggest that universal PPIs produce small positive effects in increasing well-being in school-aged children. Collectively, these studies contribute to the evidence base for PPIs and offer key considerations in methodological advancements in the future evaluations of universal school-based programmes.