Awesome Us: the Individual, Group and Contextual Effects of a Strengths Intervention in the Classroom

The beneficial effects of strengths interventions on individual well-being, academic engagement, efficacy, and achievement have been demonstrated. However, research has not yet examined whether or not strengths interventions can enhance relationships and group climate, or if contextual factors influence intervention effectiveness. Furthermore, although strengths programmes are being used in schools internationally, no published research documents their effectiveness with primary school students or examines the student experience of strengths identification. This study (N = 193) developed and trialled a 6-session, classroom-based strengths programme, called Awesome Us, with 9-12 year old students from primary and intermediate schools of low to middle socio-economic status, using quantitative and qualitative methods. Students identified their strengths through interactive activities, practised strengths spotting in self and others, and used strengths to pursue meaningful personal goals. How teachers valued strengths in their classrooms, and their attitudes towards strengths were assessed. Results indicated that the Awesome Us strengths programme had group and individual effects. At 3-months post-test, students who received the programme reported significantly higher levels of positive affect, classroom engagement, class climate, relatedness, and strengths use than those in the control group. No significant differences in negative affect, or life satisfaction were evident. Analysis of teacher data showed significant differences in strengths orientation between intervention and control groups from pre-test to post-test. Hierarchical regressions indicated that a positive change in teacher strengths orientation over the study period contributed significantly to positive changes in student positive affect, engagement, class climate, and relatedness. Qualitative findings indicated that although all students owned and valued some strengths, strengths use was largely unconscious and automatic. Strengths spotting appeared to play a role in raising awareness of strengths use and building relatedness among those involved. These findings provide preliminary evidence for the effectiveness of a strengths intervention with children as young as 9 years of age, and support for the intervention strategies of strengths spotting and using strengths to pursue meaningful personal goals. This study also expands the potential application of strengths in schools to include relationship building and developing supportive learning environments. The finding that student outcomes were influenced by the change in teacher attitudes towards strengths provides important evidence that contextual factors can influence the benefits produced by a strengths intervention. This study suggests that strengths programmes have the potential to provide a universal intervention that can enhance relatedness, engagement, and well-being, and promote a positive learning environment in schools. To achieve these potential benefits, however, may require the commitment of teachers cognisant of the important role they play in promoting strengths use and development in their students