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Evermore Wellbeing for Teens: A Scoping Review of Stand-Alone and Brief Positive Psychology Interventions for Potential Use in Educational Settings

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Title: Evermore Wellbeing for Teens: A Scoping Review of Stand-Alone and Brief Positive Psychology Interventions for Potential Use in Educational Settings
Language: English
Authors: Elena Lucciarini (ORCID 0000-0003-2146-3840), Alan Carr (ORCID 0000-0003-4563-8852), Nicolas Bressoud (ORCID 0000-0001-9464-7427), Ilona Boniwell (ORCID 0000-0002-6030-7528), Catherine Audrin (ORCID 0000-0003-2905-6000), Philippe Gay (ORCID 0000-0002-7415-1050), Nicolas Burel (ORCID 0000-0001-8368-1734)
Source: Educational Psychology Review. 2025 37(3).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 67
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Well Being, Adolescents, Psychology, Psychotherapy, Intervention, Mental Health, Evidence Based Practice, Meta Analysis, Positive Behavior Supports
DOI: 10.1007/s10648-025-10033-3
ISSN: 1040-726X
1573-336X
Abstract: As adolescent mental health crises intensify across Western, Educated, Industrialised, Rich, and Democratic (WEIRD) countries, schools face mounting pressure to support student wellbeing without sacrificing academic priorities. This tension presents an urgent challenge: how can evidence-based psychological interventions be realistically integrated into time-constrained educational settings? This scoping review systematically identified evidence-based, stand-alone, and brief PPIs that could be explored for potential classroom integration, while highlighting the need for future research. Through an analysis of Carr et al.'s (2023) PPI mega-analysis, comprising 198 meta-analyses, we screened 1367 interventions for educational compatibility. Sixty-four interventions met our criteria for brevity (5-10 min), stand-alone implementation, and evidence-based effectiveness. These interventions span diverse domains including gratitude practices, Best Possible Self exercises, movement-based activities, and positive reminiscence, all potentially adaptable to standard lesson timeframes. The selected PPIs were evaluated using the ACTIONS framework (Activity, Calming, Thinking, Identity, Optimism, Nourishing, Social) (Boniwell, 2017) to support careful consideration in future implementation. This review offers two key contributions: (1) identification of promising evidence-based interventions that warrant further research and (2) a theoretical framework. The Positive Education Toolbox Approach (PoETA) aims to understanding how brief psychological interventions could be integrated into educational practice. The framework draws on theories of motivation, self-regulated learning, and adolescent development, suggesting potential mechanisms through which these interventions might influence both psychological wellbeing and academic engagement processes. These findings could support both teachers in integrating wellbeing practices into daily routines and researchers in developing focused interventions for educational settings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475380
Database: ERIC
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  Data: Evermore Wellbeing for Teens: A Scoping Review of Stand-Alone and Brief Positive Psychology Interventions for Potential Use in Educational Settings
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  Data: <searchLink fieldCode="AR" term="%22Elena+Lucciarini%22">Elena Lucciarini</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2146-3840">0000-0003-2146-3840</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alan+Carr%22">Alan Carr</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4563-8852">0000-0003-4563-8852</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicolas+Bressoud%22">Nicolas Bressoud</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9464-7427">0000-0001-9464-7427</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ilona+Boniwell%22">Ilona Boniwell</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6030-7528">0000-0002-6030-7528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+Audrin%22">Catherine Audrin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2905-6000">0000-0003-2905-6000</externalLink>)<br /><searchLink fieldCode="AR" term="%22Philippe+Gay%22">Philippe Gay</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7415-1050">0000-0002-7415-1050</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicolas+Burel%22">Nicolas Burel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8368-1734">0000-0001-8368-1734</externalLink>)
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  Data: As adolescent mental health crises intensify across Western, Educated, Industrialised, Rich, and Democratic (WEIRD) countries, schools face mounting pressure to support student wellbeing without sacrificing academic priorities. This tension presents an urgent challenge: how can evidence-based psychological interventions be realistically integrated into time-constrained educational settings? This scoping review systematically identified evidence-based, stand-alone, and brief PPIs that could be explored for potential classroom integration, while highlighting the need for future research. Through an analysis of Carr et al.'s (2023) PPI mega-analysis, comprising 198 meta-analyses, we screened 1367 interventions for educational compatibility. Sixty-four interventions met our criteria for brevity (5-10 min), stand-alone implementation, and evidence-based effectiveness. These interventions span diverse domains including gratitude practices, Best Possible Self exercises, movement-based activities, and positive reminiscence, all potentially adaptable to standard lesson timeframes. The selected PPIs were evaluated using the ACTIONS framework (Activity, Calming, Thinking, Identity, Optimism, Nourishing, Social) (Boniwell, 2017) to support careful consideration in future implementation. This review offers two key contributions: (1) identification of promising evidence-based interventions that warrant further research and (2) a theoretical framework. The Positive Education Toolbox Approach (PoETA) aims to understanding how brief psychological interventions could be integrated into educational practice. The framework draws on theories of motivation, self-regulated learning, and adolescent development, suggesting potential mechanisms through which these interventions might influence both psychological wellbeing and academic engagement processes. These findings could support both teachers in integrating wellbeing practices into daily routines and researchers in developing focused interventions for educational settings.
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