The implementation of Positive Education Programs in the school systems has shown to increase life satisfaction, creativity and even enhances academic achievement. The aim of the study was to assess the effect of a Positive Education program on the experience of the well-being of Austrian students.
353 students participated in the study. Participants completed a full day workshop followed by weekly Positive Interventions integrated in the timetable. The intervention program consisted of systematic Positive Intervention program based on the PERMA theory of well-being. Following variables were collected at three measurements: PERMA, Flourishing, and Self-Efficacy.
Looking at the overall effects for all students, the positive interventions led to a significant increase in levels of Positive Emotions and Relationships. A grade specific enhancement of different variables in the course of the intervention program could be observed. The first and second grade experienced higher levels of PERMA, whereas the third and fifth grade experienced more Flourishing.
The specific effects observed could be explained by the age-specific focused workshops, which focused on different well-being dimensions. The evaluation of a standardized program for students and teachers is ongoing. These results show the potential of a Positive Education program for the promotion of well-being in Austria.