Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial

Jochem M. Goldberg*, Marion P.J. Sommers-Spijkerman, Aleisha M. Clarke, Karlein M.G. Schreurs, Ernst T. Bohlmeijer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p =.09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.

Original languageEnglish
Pages (from-to)148-167
Number of pages20
JournalSchool effectiveness and school improvement
Volume33
Issue number1
Early online date10 Nov 2021
DOIs
Publication statusPublished - 2 Jan 2022

Keywords

  • Engagement
  • Positive psychology
  • Primary school
  • Wellbeing
  • Whole school approach
  • UT-Hybrid-D

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