A new approach to gratitude interventions in high schools that supports student wellbeing

Abstract

ABSTRACT Adolescents face unprecedented wellbeing challenges, compared to previous generations, and many schools are underprepared to meet these needs. Social emotional learning (SEL) programs help, but could better support moral development. Here we propose a modern approach to gratitude interventions (GI) in schools that addresses critical limitations and provides preliminary results of effectiveness. The GI combines a psychoeducational top-down technique with a bottom-up social-media-app modality that supports the autonomous practice of interpersonal and general gratitude. Compared to students in waitlist/control classes, students in GI classes demonstrated improved outcomes in trait gratitude, mental health, and personal/social wellbeing after 6 weeks. Students’ use of the app also demonstrated more grateful personality behaviors and personal engagement. Lastly, we examined the importance of interpersonal gratitude in general and found that expressing thanks contributed to improvements in SEL competencies among waitlist/control students 6 weeks later. Implications for improving character/SEL programs through school GIs are discussed.