Enhancing Adolescent Well-being through School-based Positive Interventions: A Narrative Review

Description

DOI: https://doi.org/10.5281/zenodo.19703849

Nikhil Zebukumar, H Sylaja, and C Jayan (Department of Psychology, University of Kerala, Thiruvananthapuram, Kerala)

The developmental stage of adolescence is characterised by both opportunity and psychological vulnerability. Positive psychology interventions (PPIs) in schools have shown promise for improving emotional well-being, optimism, and resilience. To assess their efficacy, constraints, and sustainability, this narrative review summarises 18 empirical findings from 2009 to 2024 across both Western and non-Western contexts. The review creates a Contextual-Integration Model that explains how intervention design, cultural moderators, and systemic supports interact to shape outcomes by critically analysing contradictions, methodological limitations, and cultural variations. There is conflicting evidence regarding the long-term effects of PPIs, despite their consistent short-term benefits. The methodological flaws, cultural misalignment, and a lack of sustainable strategies continue to be problems. Future directions emphasize three pillars: cultural adaptation, curriculum integration, and sustainability through teacher training and digital reinforcement. This framework offers a roadmap for scaling PPIs globally while ensuring contextual relevance.