Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships- A critical review

Abstract

This review aimed to evaluate the potential of good psychology interventions to develop a healthy school community by encouraging positive interactions between teachers and students, as well as among staff members. The review synthesises findings from several studies, exploring the influence of positive psychology interventions on communication, collaboration, trust, and overall school climate. The review indicates that there are gaps in the current body of data and that further longitudinal studies and studies examining the long-term effects of positive psychology therapies are needed. The evaluation also emphasises how crucial it is to take into account school-specific contextual factors that could affect how well interventions are implemented. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. These interventions can improve academic achievement and student well-being, staff satisfaction, and the general school climate by fostering a more cooperative and positive school environment. Subsequent investigations are necessary to enhance these treatments and maximise their use in various educational environments. Ultimately, creating vibrant school communities where staff and kids may thrive can be greatly aided by incorporating positive psychology into educational procedures.