Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents: a Pilot Study of Think Happy-Be Happy Intervention
Anne Kennes, Johan Lataster, Mayke Janssens, Marianne Simons, Jennifer S. A. M. Reijnders, Nele Jacobs, Sanne C. T. Peeters
Journal of Happiness Studies January 7, 2023 DOI: 10.1007/s10902-022-00611-5 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental study Pilot study Peer reviewed |
|---|---|
| Population | Adolescents |
| Duration | 8 sessions of 45 minutes; assessments at baseline, post-intervention (one week after), and follow-up (six months after) |
| Topics | Meditation |
| Citations | 24 |
| Key findings | Adolescents who completed all sessions of the mindfulness and character-strengths program showed significantly increased well-being and decreased hyperactivity/inattention symptoms and peer-related problems compared with non-participants, and intention-to-treat analysis showed decreased hyperactivity/inattention symptoms among all who started the program. However, these significant outcomes were not maintained at six-month follow-up. |
Abstract
Abstract This study investigated the efficacy of a school-based intervention (8 sessions of 45 min) based on mindfulness and character strengths use (i.e., “Think Happy-Be Happy”). A quasi-experimental study, including assessments at baseline, post-intervention (i.e., one week after the intervention), and follow-up (i.e., six months after the intervention) was performed. Results at post-intervention revealed that adolescents who participated in all intervention sessions experienced significantly increased well-being (i.e., emotional, psychological, and social well-being) and decreased hyperactivity/inattention symptoms and peer-related problems compared to adolescents who did not participate in the intervention. The “intention to treat” analyses showed that adolescents who started the intervention, regardless of the number of sessions they attended, experienced significantly decreased hyperactivity/inattention symptoms compared to adolescents who did not participate in the intervention. However, significant outcomes were not maintained at follow-up. Nevertheless, this study demonstrates that integrating mindfulness with strengths use in school-based interventions might have the potential to promote the mental health of adolescents in terms of both increased well-being and reduced psychological problems.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |
Citations in the library
Cited by 4
- Satisfying Basic Needs: The Effectiveness of Mindfulness-Based Strengths Practice on Character Strengths, Mindfulness, and Well-being Across Two Samples Journal of Happiness Studies August 19, 2026
- Mindfulness-based interventions in psychopedagogy for students with Attention Deficit Hyperactivity Disorder (ADHD): a scoping review Frontiers in Psychology August 11, 2026
- Mindfulness-Based Interventions in Schools: Assessing the Evidence Base. Psychiatric Services 2025
- Effectiveness of Mindfulness and Strengths in Daily Life Program for University Student Wellbeing and Stress Reduction
Cites 4
- Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools Educational Psychology Review March 1, 2015
- Mindfulness-based positive psychology interventions: a systematic review. BMC Psychology August 6, 2021
- New Avenues for Promoting Mindfulness in Adolescence using mHealth. Journal of Child and Family Studies January 2019
- Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial Developmental Psychology 2015