Effectiveness of online, school-based positive psychology interventions to improve mental health and wellbeing: A systematic review

Abstract

Online positive psychology interventions provide a more equitable method for young people to access wellbeing education at school than more traditional face to face programs. This systematic review aimed to examine the effectiveness of universal, online, school-based, positive psychology interventions using recommendations by the Preferred Reporting Items for Systematic reviews and Meta-analyses-protocols (PRISMA-P). Nine articles were identified for the review and were deductively, thematically analyzed using an enhanced RE-AIM framework which adopts a wider systems perspective including evaluation of socio-ecological readiness system wide buy-in and consideration of micro (individual) to macro (governing bodies) levels of influence, on both reach and adoption. Effectiveness assessment identified common factors for success related primarily to implementation (e.g., readiness, reach, outcomes, adoption, implementation, and maintenance). For example, buy-in from stakeholders was found to be highest when PPIs are age appropriate, engaging and helpful. Also brief, more frequent sessions, may be more effective than less frequent longer sessions and multi-level stakeholder buy-in may result in higher completion rates leading to better overall program effectiveness.