Departments Archives - Page 2 of 2 - College of Education, Health, and Human Sciences

UT Researchers Receive Two Grants Totaling $790,000 to Research Food Insecurity on College Campuses and to Develop Food Security Certificate Program

January 24, 2024 by Alyssa Seisser

UT Researchers Receive Two Grants Totaling $790,000 to Research Food Insecurity on College Campuses and to Develop Food Security Certificate Program

Junehee Kwon, professor and head of the Department of Retail, Hospitality, and Tourism Management (RHTM) in the University of Tennessee, Knoxville (UT), College of Education, Health, and Human Sciences, leads two research teams with federal and private funding sources. One team received a $740,000 grant from the United States Department of Agriculture (USDA) to develop a food security certificate program. Earlier, Kwon also led a team of UT researchers including Marsha Spence, Jacqueline Yenerall, and Tyler White to secure a $50,000 grant from the Danone Institute of North America (DINA) to learn more about food and nutrition insecurity on the UT campus.

Junehee Kwon, with Retail, Hospitality, and Tourism Management, Faculty headshot taken in the Communications Studio on February 07, 2023. Photo by Steven Bridges/University of Tennessee

With the USDA grant, Kwon will work with researchers from the University of South Carolina and Montana State University to increase food security education for college students, while finding practical solutions to food insecurity on their campuses. The team will develop food upcycling programs at the collaborating universities using UT’s food4VOLS as a model.

“We are very excited to receive both grants to conduct food security research and to develop an academic program to increase food security education in three universities,” Kwon stated. “The goal of the USDA Higher Education Challenge Grant is to develop a multidisciplinary certificate program across each campus. I am excited to work with the new College of Emerging and Collaborative Studies and faculty in related programs to build a food security certificate program at UT.”

According to the USDA Economic Research Service, roughly 33.8 million, or 10.2%, of Americans faced food insecurity in 2021. In the southeast, that number is even higher at 11.4%. However, those numbers pale when compared to the percentage of college students facing food insecurity on campus. For example, one study showed that one of three students on the University of Tennessee, Knoxville, campus might be considered food insecure. A 2017 study reported that nationwide, 14-59% of college students were food insecure at one time during their college careers.

To help address rising food insecurity on the UT campus, the University of Tennessee Culinary Institute in RHTM developed food4VOLS, to repurpose unused food into heat-and-serve meals to increase students’ access to food as well as to reduce food waste on campus. In 2022, food4VOLS recovered nearly 120,000 pounds of food from food service establishments on campus.

In a distribution partnership with the Big Orange Pantry, an average of 350 meals were distributed daily to UT students in 2022. However, when considering an enrollment of over 33,000 students, it’s estimated that 10,000 students on the UT campus may be food insecure. When you do the math, 350 meals per day is a far cry from the students in need of a nutritious meal.

“The USDA grant allows the team to establish food upcycling programs in the University of South Carolina and Montana State University campuses using food4VOLS as a model,” said Kwon. “We will use these food upcycling programs for an experiential learning course for the food security certificate program.”

While food collection and distribution data are well known, less is known about food4VOLS’ reach, its ability to lower food insecurity, or the dietary quality of the meals being consumed by students.

“The Danone Institute of North America grant allows us to learn more about food and nutrition insecurity on the UT campus,” Kwon explained. “We also plan to increase food access points on the UT campus.”

With the grant from the DINA, the UT research team is utilizing a transdisciplinary approach to ascertain motivators of and barriers to utilizing the on-campus food upcycling program while evaluating the diet quality of users of the on-campus food upcycling program. At the end of the project, the team is planning to communicate lessons learned from this project with other scholars at public colleges and universities in the Southeast region of the U.S. through a symposium and academic manuscripts.

Kwon is hopeful that the information gathered and programs established by these funded projects will help reduce food insecurity on college campuses. By finding innovative and sustainable solutions that may be adopted by other colleges and universities, soon we may have fewer students on campuses in need of a nutritious meal.

“It is exciting to work with dedicated team members, without whom these grants would not have been possible. I appreciate their contributions, and I am very excited to conduct the research and to develop programs to mitigate campus food insecurity.”

Two CEHHS Alums Selected to Volunteer 40 Under 40 Class of 2024

January 22, 2024 by Alyssa Seisser

Two CEHHS Alums Selected to Volunteer 40 Under 40 Class of 2024

Andraya Carter and Jacques McClendon are the latest alumni from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) to join the UT Knoxville Alumni Volunteer 40 Under 40 class for 2024. The Volunteer 40 under 40 recognizes alumni who have made incredible accomplishments in their careers as well as impacts in their communities, on campus, and with other alumni.

Carter graduated in 2017 with a Master of Science in Kinesiology. She joined ESPN as a game analyst, working primarily on SEC Network in 2018. Over the past four years, Carter has established herself as one of ESPN’s rising stars across the network’s comprehensive sports coverage. What was a part-time contract with approximately 40 assignments per year ballooned to 128 assignments in 2022. While continuing her role as a color analyst, 2022 featured expanded roles as a studio analyst, studio host, sideline reporter and sideline analyst (a hybrid role created for her) not only for Women’s College Basketball but also for the WNBA, NBA, and Men’s College Basketball across ESPN platforms, including ABC.

While there are many commentators who have countless assignments every year, the multitude of assignments and various roles is what sets Andraya apart. Andraya was also added as a studio analyst for the Brooklyn Nets pregame, halftime and postgame shows this NBA season. Andraya also had the honor of being an analyst for ESPN’s coverage of the NBA Draft alongside JJ Reddick, Jay Bilas and Malika Andrews.

As a member of the Rising Media Stars mentorship program, Andraya has committed to helping guide young aspiring women in sports. She often welcomes current student-athletes shadowing her on the road and is brought in by teams for media training. She has already formed long lasting connections and earned the respect of many. Andraya hosts coffee meet ups, dinners and zoom calls with aspiring sports broadcasters and sideline reporters. During the COVID-19 Pandemic, Andraya put on outdoor PE classes for kids in the metro Atlanta area and over the past few years has visited different schools, organizations and team events to speak to young boys and girls about overcoming adversity, embracing being uncomfortable and being your authentic self.

Jacques McClendon received his Master of Science in Sport Management in 2010. He is in entering his seventh season with the Los Angeles Rams and serves as their Director of Football Affairs. McClendon serves as a key liaison between football and business operations for the organization and has multiple touchpoints throughout the organization.

He also serves on the organizational leadership team. McClendon’s department is tasked with leading and aligning Player and Alumni Affairs and their integration within the overall organizational strategy. He assists the Scouting department with conducting interviews and evaluations during the draft process. Jacques is also involved in football staff talent recruitment efforts, with a specific focus on inclusion and diversity, leveraging his experience with the Rams scouting apprenticeship program as well as his advisory board role for the ID council.

Jacques serves as the Rams liaison for the Nunn Wooten and Bill Walsh Fellowship Program. Jacques serves on the Player Benefits, Bill Walsh, DEI and Legends steering committees with the NFL league office. He also serves as the club liaison with the NFLPA. In May 2022, McClendon graduated with his MBA from Brown University.

McClendon serves on the Chairman’s Forum for Unify Credit Union. He is also on the advisory board for the Black Sports Symposium which was created as an opportunity to create networking, professional development, and job opportunities for black sports professionals. McClendon also serves on the Knight Commission for Intercollegiate Athletics. In 2022, he was also selected to attend and participate in the Ozzie Newsome General Manager Forum.

McClendon spent 7 years as an NFL player, which included time with the Colts, Jags and Dolphins. A four-year letterman at the University of Tennessee, McClendon was an Academic All-SEC choice and holds a bachelor’s degree in Economics and master’s degree in Sports Management from Tennessee.

Education, Leadership, and Policy Studies Researcher Recognized by Education Week

January 4, 2024 by Alyssa Seisser

Education, Leadership, and Policy Studies Researcher Recognized by Education Week

Rachel White’s Superintendent Research is a Top-10 Education Study for 2023

2023 has been quite the year for Rachel White, an assistant professor in the department of Educational Policy and Leadership Studies She’s been nationally recognized for her early-career work in the field of educational leadership with the Jack A. Culbertson Award from the University Council For Educational Administration. She’s also been selected to serve on a United States Department of Education Regional Advisory Committee to provide advice and recommendations concerning the educational needs in the Appalachian region and how those needs can be most effectively addressed. However, her research into superintendent attrition and gender gaps has put her in the national spotlight.

Recently, Education Week named White’s study on attrition and gender gaps among K-12 district superintendents as a Top-10 Educational Study of 2023. First published in the journal Educational Researcher, one way that White’s research demonstrates the magnitude of the gender gap is through superintendent first names. She finds that one out of every five superintendents in the United States is named Michael, David, James, Jeff, John, Robert, Steven, Chris, Brian, Scott, Mark, Kevin, Jason, Matthew, or Daniel. In fact, Education Week and Ed Surge brought the story to national attention with the articles “There’s a Good Chance Your Superintendent Has One of These 15 Names” and “What Are the Odd’s Your Superintendent is Named Michael, John, or David?”

In order to diversify the superintendency, women superintendents must be hired to replace outgoing men. However, drawing on the most recent data update of her National Longitudinal Superintendent Database, White recently published a data brief showing that over the last five years, 50% of the time a man turned over, he was replaced by another man, and a woman replaced a woman 10% of the time. A man replaced a woman 18% of the time, and a woman replaced a man 22% of the time.

When thinking about the importance of this research, White shared “Nearly ten years ago, the New York Times reported a similar trend among large companies: more S&P 1500 firms were being run by men named John than women, in total. The emulation of this trend in the K12 education sector, in 2024, is alarming. Public schools are often touted as “laboratories of democracy”: places where young people learn civic engagement and leadership skills to participate in a democratic society. Yet, what young people see in K12 public schools is that leadership positions—the highest positions of power in local K-12 education institutions—are primarily reserved for men.”

One thing is for certain, we have a way to go when it comes to balanced gender representation in school district leadership. White’s research has shown that, while over 75 percent of teachers and 56 percent of principals are women, the pace at which the superintendent gender gap is closing feels glacial: the current 5-year national average for gender gap closure rate is 1.4 percentage points per year. At this rate, the estimated year of national gender equality in the superintendency is 2039.

“Superintendents are among the most visible public figures in a community, interfacing with students, educators, families, business, and local government officials on a daily basis,” White shared. “A lack of diversity in these leadership positions can convey that a district is unwelcoming of diverse leaders that bring valuable insights and perspectives to education policy and leadership work.”

White continued, “Not only do we need to recruit and hire diverse leaders to the superintendency, but school boards and communities need to be committed to respecting, valuing, and supporting diverse district superintendents. New analyses of the updated NLSD show that women’s’ attrition rates spiked from 16.8% to 18.2% over the past year, while men’s remained stable around 17% for the past three years. We need to really reflect and empirically examine why this pattern has emerged, and what school boards, communities, and organizations and universities preparing and supporting women leaders can do to change this trajectory.”

White has doubled down on her commitment to establishing rigorous and robust research on superintendents with the launch of The Superintendent Lab—a hub for data and research on school district superintendency. In fact, The Superintendent Lab is home to The National Longitudinal Superintendent Database, with data on over 12,500 superintendents across the United States, updated annually. With the 2023-24 database update completed, the NLSD now houses over 65,000 superintendent-year datapoints. The database allows the lab team to learn more about issues related to superintendent labor markets over time, and even produce interactive data visualizations for the public to better understand trends in superintendent gender gaps and attrition.

Along with a team of 10 research assistants and lab affiliates, White hopes to foster a collaborative dialog among policy leaders which may lead to identifying ways to create a more inclusive and equitable K-12 school systems.

“A comprehensive understanding of the superintendency in every place and space in the United States has really never been prioritized or pursued. My hope is that, through The Superintendent Lab, and the development of rigorous and robust datasets and research, I can elevate data-driven dialogue to advance policies and practices that contribute more equitable and inclusive spaces in education. And, along the way, I am passionate about the Lab being a space for students from all levels to engage in meaningful research experiences – potentially igniting a spark in others to use their voice and pursue opportunities that will contribute to great equity and inclusion in K12 education leadership,” said White.

Kelchen Once Again Named Top Scholar Influencer

January 4, 2024 by Alyssa Seisser

Kelchen Once Again Named Top Scholar Influencer

We’ve all heard the term “influencer.” Many of us associate an influencer as someone with a large following on social media, such as Instagram or YouTube, who set trends or promotes products. But did you know that there are a select group of scholar influencers who help shape educational practice and policy?

One of those scholar influencers is Robert Kelchen, who serves as department head of Educational Leadership and Policy Studies (ELPS) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEEHHS). Kelchen is ranked 41 out of 20,000 scholars nationwide in Education Week’s Edu-Scholar Public Influence Rankings for 2024. In fact, Kelchen is the only scholar from the University of Tennessee, Knoxville, to make the list.

“As a faculty member at a land-grant university, it is my job to help share knowledge well beyond the classroom or traditional academic journals,” said Kelchen. I am thrilled to have the opportunity to work with policymakers, journalists, and college leaders on a regular basis to help improve higher education.”

For 14 years, Education Week selects the top-200 scholars (out of an eligible pool of 20,000) from across the United States as having the most influence on issues and policy in education. The list is compiled by opinion columnist Rick Hess, resident scholar at the American Enterprise Institute and director of Education Policy Studies.

The selection process includes a 38-member Selection Committee made up of university scholars representing public and private institutions from across the United States. The Selection Committee calculates scores including, Google Scholar Scores, Book Points, Amazon Rankings, Congressional Record mentions, media, and web appearances and then ranks the scholar accordingly. Kelchen is considered a “go-to” source for reporters covering issues in higher education, with over 200 media interviews, year after year. If there is a story about higher education in the media, you’ll more than likely find a quote from Kelchen as an expert source.

“In the last year, I have had the pleasure of supporting several states on their higher education funding models, presenting to groups of legislators, and being a resource to reporters diving into complex higher education finance topics. These engagements help strengthen my own research and give me the opportunity to teach cutting-edge classes to ELPS students,” said Kelchen.

In addition, Kelchen received national recognition by the Association for the Study of Higher Education (ASHE) for his research on higher education finance, accountability policies and practices, and student financial aid. ASHE’s Council on Public Policy in Higher Education selected Kelchen for its Excellence in Public Policy Higher Education Award.

Through its eight departments and 12 centers, the UT Knoxville College of Education, Health, and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

Gao Recognized by SHAPE America for Enhancing Inclusion and Equity in Health and Physical Education

January 3, 2024 by Alyssa Seisser

Gao Recognized by SHAPE America for Enhancing Inclusion and Equity in Health and Physical Education

KRSS Department Head Receives F.B. Henderson Award for His Commitment to Inclusion

Zan Gao, Department Head in Kinesiology, Recreation, and Sport Studies (KRSS) in the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) is the latest recipient of the F.B. Henderson Award from SHAPE America. This prestigious national award is presented to minoritized members of SHAPE America for their long-standing commitment to academic, mentorship, and service through enhancing the involvement of underserved populations in their professional field. Gao will be receiving this award at the SHAPE America national conference on March 14^th, 2024, in Cleveland, Ohio.

“I am deeply honored to receive the F.B. Henderson Award,” said Gao. “This recognition by SHAPE America not only highlights the importance of inclusivity and diversity in our field, but also reinforces my commitment to nurturing and empowering underserved communities through education and mentorship in kinesiology and sport studies.”

SHAPE America is the Society of Health and Physical Educators and is the oldest and largest organization dedicated to health and physical education. Founded in 1885, the organization defines excellence in school-based health and physical education. In fact, SHAPE America’s national standards in health education and physical education have provided the framework for effective instruction for K-12 students nationwide.

Zan Gao (left) with a group from the Physical Activity Epidemiology Lab

Gao has made significant contributions to diversity at different levels throughout teaching, scholarship, and service. The criteria for the E. B. Henderson Award require that the recipient “demonstrate successful and exemplary involvement in scholarship.” Gao’s academic record is exceptional and well-funded. His main research focus includes population-based behavior change interventions to prevent chronic diseases through application of lifestyle technology, with the goal of promoting health and optimal development. He accomplishes this in the context of promoting inclusive environments that benefit diverse populations and is presently studying the interactive effects of modern technology, physical activity, health outcomes, and disease prevention among underserved populations including children of color, overweight adults, and breast cancer survivors.

Gao is a highly productive researcher as evidenced by his impressive list of publications in a variety of high impact peer-reviewed journals. His remarkable research production is reflected in his impressive h-index of 52 and with 7920 Google Scholar citations. Most recently, he has been included in the World’s Top 2% Scientists from all areas (Career Impact) (1960-2023) List and 2023 Impact List (Ranked #46,716 in the world). In 2023 Dr. Gao is listed as one of the Best Scientists in Social Sciences and Humanities by Research.com (Ranked 4,945 in the world and 2,463 in the U.S.). Dr. Gao has been awarded over 10 million dollars as the Principle Investigator (PI)and Co-investigator in grant funding. For example, Gao was the designer and Principal Investigator of a Robert Wood Johnson Foundation Salud America grant designed to investigate the engagement of urban Latino students in culturally appropriate physical activities. He was also awarded by the National Institutes of Health to study the impact of active video games on underserved children’ health. As an example of his work focusing on underserved youth, Gao recently published a paper entitled “Small-groups versus full-class exergaming on urban minority adolescents’ physical activity, enjoyment, and self-efficacy” as the corresponding author in the Journal of Physical activity and Health. He was also the lead author on an article entitled “Video game–based exercise, Latino children’s physical health, and academic achievement” in the American Journal of Preventive Medicine. These and other works by Gao demonstrate an important strand of his research agenda that focuses on health and education disparities in underserved populations.

During his tenure at various universities, Gao has taught and advised students with different backgrounds and experiences derived from, e.g., different race/ethnicities, colors, religions, national origins, citizenships, sexes, sexual orientations, gender identities, ages, disabilities, and socioeconomic backgrounds. For example, he has mentored students in master’s and doctoral studies including directing master’s theses and doctoral dissertations.

In his research lab in spring 2023, there were a dozen of students and post-docs from a variety race/ethnicity and 7 countries (United States, South Korea, Japan, China, Egypt, Spain, Nigeria). In all these activities, Gao functions with an undergirding effort to forward an agenda of diversity and equity as reflected in his participation in “Equity and Diversity Certificate” from the University of Minnesota. (2021-2022) and his “Leading for Equity” efforts at the National Association of Kinesiology in Higher Education (2021). As a result of his dedication and commitment to equity and inclusion in the profession, he received the 2015 SHAPE America Leroy T. Walker Young Professional Award.

Gao has an impressive record of leadership skills at the professional, university, and community levels, while addressing the health and education disparities during his service. Gao is currently serving as a committee member of Diversity Action Committee at American College of Sports Medicine.

Gao believes in leading by example. As the newly hired department head of the Department of Kinesiology, Recreation, and Sport Studies at The University of Tennessee, Knoxville, one of his first sponsored activities was to organize a Diversity, Equity, and Inclusion workshop for his faculty in November 2023. This demonstrates the value he places on access and engagement. The example he has set with his impressive research, teaching and service record is truly inspirational. That record is augmented by his valuing of diversity and the dignity and worth of all students, faculty, and staff. His recognition of the need and value of diversity is reflected in his scholarship, teaching, and service. The quality and quantity of his work in conjunction with the national and international recognition Gao has garnered in his career, attests to his tremendous contribution to access and engagement. He serves as an example of the value of diversity and inclusion in academia.

For Gao, the F.B Henderson Award is an incredible honor and recognition of his long-standing contributions to his profession. From scholarship to service, Gao is dedicated to promoting health and wellness to all.

“The Henderson Award is a testament to the collective efforts of many who believe in the power of sport and physical activity to transform lives. I thank SHAPE America for this prestigious honor and vow to continue advocating for the involvement of diverse populations in our field, ensuring that every individual has the opportunity to achieve excellence in health and human sciences,” said Gao.

The F.B Henderson Award is named for Edwin Bancroft Henderson, a noted author teacher, coach, and administrator in physical education and athletics. One of his major scholarly contributions was The Negro in Sports, published in 1939. Tennis star Arthur Ashe used Henderson’s work as the basis for a three-volume series on the African American Athlete. In addition, Henderson widely recognized as the “Grandfather of Black Basketball” through his introduction of basketball in 1904 to African Americans in Washington, D.C.

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

January 2, 2024 by Alyssa Seisser

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

Gratitude, Kindness and Optimistic Thinking Can Help Kids Feel a Bit Better

By Kai Zhuang Shum, Assistant Professor in the Department of Educational Psychology and Counseling

Youth mental health has worsened significantly over the past decade, but new interventions that teach positive psychology concepts in school may help.

American young people are reporting historically high levels of hopelessness, sadness and loneliness. According to the most recent data from the U.S. Centers for Disease Control and Prevention, more than 20% of adolescents have seriously considered suicide – and suicide is the second-leading cause of death for childrenages 10-14.

Perhaps even more alarming than the prevalence of youth mental health problems is the inaccessibility of mental health support for the many children who need it. About 60% of depressed adolescents do not receive any treatment – and around 950,000 children do not have health insurance that covers mental health services.

One solution is to provide mental health care in schools, where kids are. This is already happening. School counselors, psychologists and social workers provide support, teach coping strategies and work with caregivers to help students overcome mental health challenges. Such vital care is essential, but clearly more help is needed.

Research shows that students who have a positive outlook regarding their lives outperform other students academically and emotionally. You might wonder, can positive thinking be taught?

I study school-based positive psychology interventions. My colleagues have found that students who’ve been introduced to science-based ideas about happiness feel more satisfied with life, experience more positive than negative emotions and have fewer emotional and behavioral problems.

Science of happiness

Psychologists began to study the science of happiness in the late 1990s. Prior to that time, most psychology researchers studied misery.

Founder of the field of positive psychology Martin Seligman speaks after being honored at the United Nations in 2016. J. Countess/Contributor/via Getty Images Entertainment

Psychologist Martin Seligman was such a scientist, having pioneered the concept of “learned helplessness.” But a conversation with his young daughter, in which she demanded to know why he couldn’t “stop being such a grouch,” inspired him to start studying what makes people happy instead.

Initial studies were conceptual in nature. But before long, researchers started to identify what makes people happy, the benefits of happiness and interventions to improve happiness.

Scientists identified three main predictors of happiness – genetics, life circumstances and purposeful activities – and potentially others, depending on one’s culture. Of the big three, the first two are often out of an individual’s control. But science has shown that people can adopt strategies to feel happier.

Achieving a state of flourishing – or feeling good and doing good – is the goal of positive psychology interventions. It can evoke positive feelings, increase engagement with life, strengthen positive relationships, move people toward purpose and help people achieve meaningful goals.

Positive psychology in schools

Positive psychology is now taught in some schools around the world, including in the U.S., Australia, Denmark, Israel, New Zealand, China and South Africa. Most interventions educate students about mindfulness and positive psychology concepts such as gratitude, kindness, optimistic thinking, utilizing character strengths and hope. The idea is not just to teach students about positive psychology as a school subject but help them practice the skills that research suggests will help them flourish.

A classroom of kids hold up their handmade gratitude journals showing words like 'freedom,' 'love' and 'brother.' — *A Toronto teacher encourages his class to write in a gratitude journal every day*. Colin McConnell/Toronto Star via Getting images

In typical programs, students first learn positive psychology concepts, then practice using them in real life with the help of trusted adults. For example, students discuss what gratitude means to them, then practice writing down three things they are thankful for every night before bed with the help of their caregivers. After a week, students discuss with adults at school how practicing gratitude affected their level of happiness.

A 2020 review of 57 school-based positive psychology programs showed more than half resulted in positive outcomes, including less stress, lower depression, less anxiety, fewer behavioral issues, better self-image, higher life satisfaction and stronger social functioning.

‘Nice inside’

One intervention currently being studied by the U.S. Department of Education is a 10-week, small-group intervention aimed at helping middle schoolers. I coach the mental health providers implementing this program.

Like other programs of its kind, it teaches youth about positive concepts, including gratitude, kindness, character strengths, optimism and hope. Early findings, presented at the 2023 National Association of School Psychologyconference, show the program is being well received both by students and providers.

We’ve found students tend to favor activities that fit with their culture or values. For example, one student shared that performing acts of kindness was their favorite program-based activity, because it helped them spend more time with family and pets – the two most important things in their life. Another student said being able to share the strategies with their mother helped them both feel happier. This student was also proud to be able to help their family.

We also found that some students believed the program helped them build positive relationships with others. One student shared, “It’s really fun to see how others react when I’m being nice, such as giving a compliment,” and that doing so helped them feel “nice inside.” Another student agreed, saying making others feel good helped them feel happier.

Positive psychology training is only one piece of the solution for improving youth mental health. Children with severe issues need comprehensive treatment, which can include mental health counseling and medication.

Even though many important factors are out of a person’s control, everyone has room for growth in happiness. My colleagues and I hope teaching positive psychology in schools will become a common practice in the future.

Reposted from The Conversation