Environment and Social Psychology

Enhancing pupil wellbeing and resilience through positive psychology: Evidence from Slovak high schools

Andrea Olejníková

DTI University, Department of School Didactics, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

Dáša Porubčanová

DTI University, Department of School Didactics, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

Jana Hanuliaková

DTI University, Department of School Didactics, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

Pavel Bartoš

DTI University, Department of School Didactics, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

DOI: https://doi.org/10.59429/esp.v10i8.3900

Keywords: positive psychology; wellbeing; resilience; school environment; social cohesion; Pohodoměr; environment and social psychology

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Abstract

The presented article presents findings from a study exploring the application of positive psychology as an evidence-based framework for enhancing pupil wellbeing and resilience within Slovakian secondary schools. Adopting an interdisciplinary perspective that integrates educational psychology and social-environmental factors, the research examines the role of school climate in shaping social bonds, stress management, and motivation. Using the standardised Pohodoměr wellbeing tool, the study identifies both strengths - such as strong family support and future orientation — and critical gaps, particularly in community engagement, extracurricular participation, and peer support. The results underscore the need to foster social cohesion and participation, which are the core dimensions of the environment and social psychology. Practical interventions are proposed to promote learnt optimism, cognitive flexibility, and inclusive peer relationships, thus contributing to a safe and supportive school environment. This article demonstrates that systematically embedding positive psychology principles into daily school practice can strengthen resilience and mental health, offering insights into policy and practice that align with broader international calls for the promotion of sustainable wellbeing in educational settings.

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