Poster Presentation 6th World Congress on Positive Psychology 2019

Promoting Well-Being In Inclusive School Systems Through Strength-Based Interventions (#527)

Nicolas Bressoud 1 , Philippe Gay 1 , Rebecca Bègue Shankland 2 , David Sander 3 , Andrea Christiane Samson 4
  1. Haute Ecole Pédagogique du Valais, St-Maurice, Switzerland
  2. Université Grenoble Alpes, Grenoble, France
  3. Université de Genève, Genève, Switzerland
  4. Université de Fribourg, Fribourg, Switzerland

The character strengths described in the VIA classification (Peterson & Seligman, 2004) have been linked with various aspects of well-being, such as positive emotions, engagement, and positive relationships. Concerning school, these benefits include children’s well-being, positive affects, school engagement and achievement (e.g. Wagner & Ruch, 2015). Niemiec, Shogren and Wehmeyer (2017) have recently outlined the lack of research regarding character strengths programs in children with disabilities.

We hypothesize that promoting the strengths of those children may be interesting in order to improve their inclusion as well as their positive affect. We also expect benefits for the other children in the classrooms that include children with special needs.

The first data are collected in November 2018 and preliminary results will be presented.


Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification.Oxford: Oxford University Press.

Niemiec, R. M., Shogren, K. A., & Wehmeyer, M. L. (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52(1), 13–25.

Wagner, L., & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement. Frontiers in Psychology, 6(MAY).