Boosting Student Well-Being: A Pilot Study in a High-Needs Upper Secondary School

Abstract

The purpose of this study was to improve psychological well-being and decrease perceived stress of students who attended a high-needs secondary school. A substantial proportion of the students were Black, from economically marginalized backgrounds, and/or had chronic attendance issues. The school counselor, using a trauma-informed and culturally affirming lens, provided classroom lessons from Fava’s Well-Being Therapy School Protocol (WBT-SP). The results indicated an increase in overall well-being, environmental mastery, and personal growth. Further, female students, in particular, reported a significant decrease in perceived stress over time. The implications of this study suggest the WBT-SP is a useful framework to support students in racially and culturally diverse school settings.

Keywords

Black students high school stress well-being positive psychology interventions

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