Flourishing Students: The Efficacy of an Extensive Positive Education Program on Adolescents’ Positive and Negative Affect

Abstract

This study examined the efficacy of a classroom-based positive education program, Flourishing Students, on early adolescents’ positive and negative affect using a cluster randomized control trial (RCT) design. In total, 140 students (aged 10–12) participated in the study: 72 students participated in 32 well-being lessons during one school year, and 68 students followed the standard curriculum. Positive and negative affect (PANAS questionnaire), and daily positive and negative affect (experience sampling method, ESM) were gathered at baseline and post-intervention. PANAS data was also gathered at a follow-up 5 months after the intervention. Student questionnaire and ESM data indicated that the intervention had a beneficial impact on students’ positive affect and daily negative affect from baseline to post-intervention. No effect was seen in parental reports. Both qualitative data from focus group interviews with students and questionnaires for teachers supported the view that the students benefited from the program. Overall, these results demonstrate a positive effect of the positive education program on increasing positive affect and well-being among early adolescents.