School children’s experience of engaging in A Lust for Life Schools Programme

The development of appropriate emotional literacy, coping and social skills is vital during childhood and adolescence. School-based programmes are well placed to promote mental health, well-being, resilience, and emotional learning. This thesis aimed to uncover what existing research tells us regarding student experiences of teacher-led, well-being and resilience programmes. It also aimed to explore how students with low subjective levels of well-being experience a new, universal, school-based programme in Ireland, A Lust for Life Schools Programme. A systematic review was conducted to uncover qualitative data regarding school children’s perspectives of universal, school-based mental health, mindfulness, and social and emotional learning programmes. In relation to ALFL Schools Programme, pre- and post-programme interviews shed light on the emotional literacy, coping skills, and social skills of twenty participants both before and after engaging in the programme. Findings from participants of ALFL Schools Programme were similar to the findings of 23 studies described in the systematic review, suggesting that school-based, universally delivered, well-being programmes are generally well received, especially when learning is interactive, teachers are enthusiastic, and a variety of teaching methods are used. Benefits were reported in terms of personal development, emotion regulation, relationships, and classroom climate, and suggestions for improvements were made. In conclusion, incorporating the views of students is useful for the development of engaging and enjoyable school-based programmes that can instil positive change in youth well-being