Flourish-HE: An online positive education programme to promote university student wellbeing

Abstract

Student mental health and wellbeing is both a priority and area of challenge within Higher Education, with providers seeing an increased demand for mental health, counselling and wellbeing support. The current paper argues that an effective preventative approach to supporting university student wellbeing is one that: (a) addresses student wellbeing using a holistic approach; (b) is underpinned by a comprehensive wellbeing theory; (c) aims to promote key dimensions of individual and collective wellbeing; and (d), can align with HE structures and strategies. Consequently, we describe and evaluate a multi-faceted 8-week online wellbeing programme—Flourish-HE—which follows a positive education ethos and is underpinned by the PERMA-H theory of wellbeing. The mixed method evaluation of Flourish-HE employs an explanatory sequential design with matched pre-post quantitative surveys (N = 33) and follow up qualitative interviews (N = 9). The surveys examine pre-post changes in PERMA-H wellbeing facets, mental health outcomes and sense of community with quantitative results indicating significant increases in positive emotion, positive relationships, meaning or purpose in life, overall mental wellbeing and sense of (course) community following participation in the programme, alongside decreases in depressive symptomology. The qualitative findings supported, and provided further explanation for, the pre-post-test differences and highlighted several barriers to engagement in the programme (e.g., unfavourable preconceptions) and future considerations (such as supporting longer-term effects). The evaluation provides evidence to suggest Flourish-HE is an effective wellbeing programme that can be delivered to students in Higher Education.

Can a PERMA model-based positive psychological intervention affect the SIA and SWB of vocational college students majoring in nursing in China?

“…Previous studies have reported that stress awareness courses ( Peterson et al, 2023 ), the Flourish-HE program ( Morgan et al, 2023 ), flower essence bouquets ( Albuquerque and Turrini, 2022 ), and visualization meditation ( Aksu and Ayar, 2023 ) can increase students’ SWB. The results of the present study are in line with previous study.…”

“…Scholars have reported the significant effects of PPI programs on improving students’ well-being in different contexts, such as a program based on the PERMA model (Flourish-HE) in a British context ( Morgan et al, 2023 ), a PPI in an intensive English program in an American context ( Rogers et al, 2023 ), a school-based happiness mentoring program in a Singapore context ( Metrat-Depardon and Teo, 2023 ), and a gratitude-based exercise and a strengths-based exercise in a Malaysian context ( Senf and Liau, 2013 ). The present study is in line with earlier studies, which show that a PERMA model-based PPI program can improve students’ SWB in the Chinese context.…”

“…It consists of positive affect, low negative affect, and life satisfaction ( Martela and Sheldon, 2019 ). Increasing students’ SWB is one of the most important goals of education ( Zhang and Chen, 2018 ; Smith et al, 2021 ; Morgan et al, 2023 ). Researchers have found that factors such as character strengths, use of strengths, and future self-continuity influence students’ SWB ( Zhang and Chen, 2018 ; Smith et al, 2021 ).…”

“…Researchers have found that factors such as character strengths, use of strengths, and future self-continuity influence students’ SWB ( Zhang and Chen, 2018 ; Smith et al, 2021 ). Morgan et al (2023) examined the effect of a Flourish-HE program on students’ positive emotions. Although the results were positive, they are temporary and will fade over time.…”

“…Although the results were positive, they are temporary and will fade over time. As reported by Morgan et al (2023) , it is necessary to conduct similar studies in order to determine the methods to improve students’ SWB.…”