POSITIVE PSYCHOLOGY INTERVENTIONS TO STRENGTHEN HIGH SCHOOL STUDENTS' WELL-BEING AND MENTAL HEALTH

With the BE WELL project, we aimed to strengthen systemic support for the mental health of high school students and develop a sustainable model for enhancing well-being in the school environment. ...

With the BE WELL project, we aimed to strengthen systemic support for the mental health of high school students and develop a sustainable model for enhancing well-being in the school environment. We recognised the need to reinforce school counselling services and teacher competences, as they often lack high-quality and effective tools for promoting students’ mental health. The main objective was to train teachers and school counsellors to use Positive Psychology Interventions (PPI), which have been shown to reduce the risk of mental health problems and strengthen students’ well-being. We also sought to empower teachers and counsellors to improve their own well-being, as their role is essential for creating a safe and supportive learning environment. Another key aim was to help develop protective mechanisms for students—especially those from less stimulating socio-economic environments—to cope more effectively with psychosocial distress. The project focused on creating high-quality learning materials and tools that support the regular integration of positive psychology approaches into everyday school practice and contribute to a more inclusive school climate.

In the BE WELL project, we implemented activities in line with the work packages. We first prepared the Good Practice Catalogue, identifying 30 PPIs and selecting 10 as the basis for the training content. Based on this, we designed the training curriculum, defining the content, structure and learning outcomes of 16 hours of workshops across four modules. We developed the Training Program Executive Working Plan (TPEWP) and digital materials e-Guidebook for teachers and e-Toolbook for students. The hybrid teacher training programme combined live workshops with self-directed learning. During the pilot phase, teachers applied selected PPIs in classrooms and documented their experiences. We conducted an extensive evaluation process, measuring the well-being and mental health of teachers and students before and after the training. Special attention was given to the effects on students with lower socio-economic status, identified through a dedicated instrument. We also organised a wide range of dissemination activities, including “BE WELL Week” with events, webinars and publications, and prepared policy recommendations for the long-term integration of PPIs into school practice.