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Developing Primary Mental Health Prevention Program through Eight Mental Flourishing Components: Lessons from Action Research in Thai Secondary Schools

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Title: Developing Primary Mental Health Prevention Program through Eight Mental Flourishing Components: Lessons from Action Research in Thai Secondary Schools
Language: English
Authors: Arunchat Khuruwanich, Porntida Visaetsilapanonta, Panom Ketumarn, Uthaithip Chiawiwatkul
Source: Journal of Education and Learning. 2026 15(1):455-466.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Descriptors: Foreign Countries, Mental Health, Stress Variables, Depression (Psychology), Suicide, Adolescents, Health Promotion, Secondary School Students, Intervention, Grade 8, Family Influence, Peer Influence, Teacher Influence, School Role, Social Influences, COVID-19, Faculty Development, Program Effectiveness, Resilience (Psychology), Life Satisfaction
Geographic Terms: Thailand
ISSN: 1927-5250
1927-5269
Abstract: Background: Thai youth face significant mental health challenges, with stress levels reaching 24.83%, depression risk at 29.51%, and suicide risk at 20.35% among those under 20 years old. Current mental health promotion in Thai schools demonstrates critical gaps, including fragmented activity design, emphasis on teaching over experiential learning, and reactive rather than preventive approaches. Objectives: This study aimed to (1) investigate factors affecting mental flourishing enhancement in secondary school students and (2) develop and implement a learning program to promote mental flourishing among secondary school students. Methods: This mixed-methods action research employed Kemmis and McTaggart's four-stage cyclical process: planning, action, observation, and reflection. Participants included 80 grade-8 students from two classrooms with different academic abilities, school administrators, teachers, parents, and four education experts. Research instruments comprised a 10-session learning program, the Thai version of the EPOCH mental flourishing scale (reliability α = .919), semi-structured interviews, and focus group discussions. Results: Findings revealed four ecological system levels affecting mental flourishing: microsystem (family, friends, teachers), mesosystem (classroom and school activities), exosystem (social value trends, social media influence), and macrosystem (COVID-19 impacts, teacher development systems). Eight mental flourishing components were synthesized into two dimensions: meaningful living (purpose in life, autonomy, resilience, positive relationships) and life satisfaction (self-efficacy, optimism, vitality, psychological safety). The program significantly enhanced students' mental flourishing, particularly perseverance (+0.42 points) and engagement (+0.31 points) among moderate-to-low academic ability students, with sustained improvements after two months. Analysis revealed three crucial implementation components that formed an emergent Trust-Setting-Stimulus (TSS) framework comprising trust-building, appropriate environment setting, and interest stimulation through real-life connected activities. Conclusions: The eight mental flourishing components provide a conceptual framework for designing mental health promotion activities for students. Teachers and educational personnel can apply the program and TSS Model to create holistic learning environments that promote mental flourishing. This primary prevention approach offers an effective alternative for building psychological immunity against mental health problems and future challenges among Thai youth.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498928
Database: ERIC
FullText Text:
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  Data: Developing Primary Mental Health Prevention Program through Eight Mental Flourishing Components: Lessons from Action Research in Thai Secondary Schools
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  Data: <searchLink fieldCode="AR" term="%22Arunchat+Khuruwanich%22">Arunchat Khuruwanich</searchLink><br /><searchLink fieldCode="AR" term="%22Porntida+Visaetsilapanonta%22">Porntida Visaetsilapanonta</searchLink><br /><searchLink fieldCode="AR" term="%22Panom+Ketumarn%22">Panom Ketumarn</searchLink><br /><searchLink fieldCode="AR" term="%22Uthaithip+Chiawiwatkul%22">Uthaithip Chiawiwatkul</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2026 15(1):455-466.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Suicide%22">Suicide</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Satisfaction%22">Life Satisfaction</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1927-5250<br />1927-5269
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Thai youth face significant mental health challenges, with stress levels reaching 24.83%, depression risk at 29.51%, and suicide risk at 20.35% among those under 20 years old. Current mental health promotion in Thai schools demonstrates critical gaps, including fragmented activity design, emphasis on teaching over experiential learning, and reactive rather than preventive approaches. Objectives: This study aimed to (1) investigate factors affecting mental flourishing enhancement in secondary school students and (2) develop and implement a learning program to promote mental flourishing among secondary school students. Methods: This mixed-methods action research employed Kemmis and McTaggart's four-stage cyclical process: planning, action, observation, and reflection. Participants included 80 grade-8 students from two classrooms with different academic abilities, school administrators, teachers, parents, and four education experts. Research instruments comprised a 10-session learning program, the Thai version of the EPOCH mental flourishing scale (reliability α = .919), semi-structured interviews, and focus group discussions. Results: Findings revealed four ecological system levels affecting mental flourishing: microsystem (family, friends, teachers), mesosystem (classroom and school activities), exosystem (social value trends, social media influence), and macrosystem (COVID-19 impacts, teacher development systems). Eight mental flourishing components were synthesized into two dimensions: meaningful living (purpose in life, autonomy, resilience, positive relationships) and life satisfaction (self-efficacy, optimism, vitality, psychological safety). The program significantly enhanced students' mental flourishing, particularly perseverance (+0.42 points) and engagement (+0.31 points) among moderate-to-low academic ability students, with sustained improvements after two months. Analysis revealed three crucial implementation components that formed an emergent Trust-Setting-Stimulus (TSS) framework comprising trust-building, appropriate environment setting, and interest stimulation through real-life connected activities. Conclusions: The eight mental flourishing components provide a conceptual framework for designing mental health promotion activities for students. Teachers and educational personnel can apply the program and TSS Model to create holistic learning environments that promote mental flourishing. This primary prevention approach offers an effective alternative for building psychological immunity against mental health problems and future challenges among Thai youth.
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  Data: 2026
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  Data: EJ1498928
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498928
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 455
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Depression (Psychology)
        Type: general
      – SubjectFull: Suicide
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: School Role
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Life Satisfaction
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Developing Primary Mental Health Prevention Program through Eight Mental Flourishing Components: Lessons from Action Research in Thai Secondary Schools
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