In addition to transferring knowledge, schools are nowadays also responsible for children’s well-being by increasing their social involvement, responsibility and hope. How can educating students to protect the environment, result in increasing their own well-being? This study tests an innovative theoretical model and presents original results on the connections between environmental programs in schools and their impact on both students’ SWB (school satisfaction and their experience of more positive than negative emotions (positivity ratio)(, and the students’ environmental behaviour (EB) (which in turn influences the physical environment).
A mediation model was tested for 1903 Israeli students, studying in 46 schools, in the 5th and 6th grade. Multigroup structural equation modeling confirmed the simultaneous mediating role of studying in a green school, participating in a hope enhancing environmental education program, the level of environmental hope and the level of self-control skills. Connections were found between green schools, hope enhancing programs and students' hope. The levels of hope had the strongest effect on all dependent variables. Levels of self-control skills were associated with EB and SWB.
The results suggest that using key positive psychology elements in designing education programs may result in achieving various educational goals leading to more sustainable well-being.