The Toolbox Approach: Towards a Novel Flexible Way of Implementing and Testing Positive Education

More and more scholars along with the World Health Organization argue in favour of a systematic implementation of universal psychosocial interventions in schools. Firstly, because research suggests they have a real impact on teenagers’ mental health. Secondly, because science points out that wellbeing and academic achievement go hand in hand. Finally, because schools are amongst the best places to reach teens. But how can wellbeing skills can be best implemented in schools? Through whole school approaches, programmes, teaching resources by subject, teachers’ pedagogy, and didactics: there seem to be multiple possibilities to implement wellbeing skills implicitly or explicitly. However, from a perspective of a high-school teacher delivering 45-min lessons, none of the abovementioned approaches make practical sense. Whole school approaches are hard to implement because of political and economic reasons, as well as lack of internal expertise. In most countries around the world, programmes cannot be easily inserted into curricula either: teachers follow a syllabus and, very often, there seems to be no political will to finance such programmes or provide a dedicated space in the school week. To suggest an alternative way forward, Lucciarini and Boniwell reviewed the literature on evidence based positive psychology interventions. What research, theory and the actual teaching conditions seem to show, is that brief, tailored, self-selected, evidence-based, and measurable PPIs (Positive Psychology Interventions) can be a powerful way of developing wellbeing literacy in schools. This chapter explores the theoretical framework, research, practical implications, suggestions, and limitations around the toolbox approach to positive education.