A ‘PERMA’ Response to the Pandemic: An Online Positive Education Programme to Promote Wellbeing in University Students

Abstract

Pre-existing issues regarding the wellbeing and mental health of university students have subsequently been compounded by the global COVID-19 pandemic. Research signals that anxiety and depression symptomology has increased in university students’ following the COVID-19 outbreak, and mental wellbeing has declined. In response to concerns around mental health of students in Higher Education (HE), and to support the transition to remote working during the pandemic, we designed and implemented an 8-week wellbeing program based on positive education frameworks and practices. The online program was delivered in a West Midlands-based university in the United Kingdom, to undergraduate and postgraduate psychology students. The weekly sessions [ran through a virtual learning environment (VLE)] aimed to 1) provide students with a community and an opportunity to feel connected with other students, 2) introduce students to key concepts of wellbeing, and 3) equip students with knowledge and resources that would help sustain/improve their wellbeing. In this paper we outline how positive education, and specifically the “PERMA” wellbeing framework, has inspired the development of this wellbeing program (including the accompanying VLE webpages and sources of support) and future plans for evaluation. We further describe the content and delivery of this program alongside practical implications, lessons learned and important constraints. We situate this discussion alongside consideration of ongoing wellbeing support requirements following the pandemic and issues regarding wider integration of PERMA approaches in university contexts.

Developing a health and well-being program for college students: An online intervention

“…Additionally, if mild to moderate issues are not addressed, they might result in poor results and chronicity. (Morgan & Simmons, 2021). On the other hand, well-being positively affects educational achievement and flourishing (Seligman & Ungar, 2016).…”

“…Online intervention programs have been highlighted as one possible approach to engaging students who require support for their health and well-being but are unlikely to seek formal treatment (Morgan & Simmons, 2021). The Royal College of Psychiatrists recommends that students utilize web-based interactive cognitive behavioral therapy (CBT) programs (RCPSYCH, 2011).…”

A Cross-Sectional Study of Individual Learning Passion in Medical Education: Understanding Self-Development in Positive Psychology

“…Positive education has proved to be an emerging paradigm by introducing positive psychology principles into the domain of education. This aims to promote students’ wellbeing and academic excellence ( Julie, 2021 ; Morgan and Simmons, 2021 ). Passion for learning is an important concept that stems from positive education.…”

Linking Positive Psychology and Intercultural Competence by Movies: Evidence From Brunei and Romania

“…The outbreak of the COVID-19 pandemic and research signals about the negative effects on student mental wellbeing makes relevant all the solutions dealing with this issue, and wellbeing programs from positive psychology perspective being one of these ( Morgan and Simmons, 2021 ). Schools and universities need to have a strategic approach over the use of positive psychology in areas like teacher and school leadership and other tools needed to create a positive environment for students, and Seligman (2011) PERMA model being considered a potential useful framework for fostering positive education in those institutions aiming at improving academic engagement and achieving results ( Waters, 2011 ).…”