TITLE:
Positive Education Programme for Promoting Students’ Well-Being: A Case Study in a Hong Kong SAR School during the COVID-19 Pandemic
AUTHORS:
Wai Chun Cherry Au
KEYWORDS:
Academic Stress, Positive Education, PERMA Model, Well-Being, Curriculum, Mixed-Method Research Design
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.11,
November
25,
2024
ABSTRACT: Since 2019, students in Hong Kong SAR have encountered significant challenges stemming from socio-political unrest and the pervasive effects of the COVID-19 pandemic. These challenges, coupled with the Confucian tradition of prioritizing academic achievement, have intensified academic stress amongst adolescents. To mitigate these adverse effects, this study investigates how a positive education programme, based on Seligman’s PERMA model can improve students’ well-being. A mixed-method sequential explanatory research design was employed to evaluate the effectiveness of the Flourishing Life programme, which integrates positive values into formal and informal curricula. Data were collected via surveys from students in Grades 7 to 11, aged 12 - 18, in 2019 (n = 592) and again in 2021 (n = 590). This was followed by focus group interviews (n = 7). The study’s findings confirmed that the Flourishing Life programme effectively enhanced student well-being, particularly amongst junior students. Recommendations suggest implementing more interventions that focus on positive cognitive appraisal and an optimistic thinking style in future programmes. The study supports the relevance of the PERMA model for adolescents in a Chinese cultural context.