Promoting well-being at school, university, and workplaces

An overview of reviews of interventions to enhance well-being in three contexts

Dados Bibliográficos

ID22168201
AutoresLucrezia Perrella (0009-0001-6902-6271, University of Sassari), Rita Zarbo (0000-0003-4111-8964, Università degli Studi di Enna Kore), Stefania Lucia Buccheri (Università degli Studi di Enna Kore), Stefania Cuccu (University of Cagliari), Daniela Fadda (0000-0002-9560-088X, University of Cagliari), Ernesto Lodi (0000-0002-4676-5282, University of Sassari), Patrizia Patrizi (0000-0001-9333-1308, University of Sassari), Maria Guarnera (0000-0003-2195-3874, Università degli Studi di Enna Kore), Paola Magnano (0000-0002-2706-5221, Università degli Studi di Enna Kore), Maria Luisa Pedditzi (0000-0003-2276-4581, University of Cagliari), L Francesca Scalas (University of Cagliari)
Ano2026
Volume11
Data de publicação2026-05-14
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1758453
OpenAlexW7161161380
IdiomaEN
Referências citadas84

This overview of reviews aimed to identify and describe existing learning paths and interventions to improve well-being and its dimensions in three contexts: secondary school, university, and workplaces. We searched four databases (APA PsycInfo, Proquest, Scopus, Web of Science), limiting the search to the years of publication 2009–2024 and English language. Using a priori inclusion and exclusion criteria, following PICOS scheme, we selected 13 records for the school context, 12 records for the work context, and 4 records for the university context. The quality of the reviews and meta-analyses included in this study was assessed. An analysis of the results for the three contexts is provided and discussed. Results across the three contexts reveal that the papers rarely refer to the theoretical frameworks on well-being and often focus on specific techniques or approaches. The emphasis on mental distress is still predominant and affects the research's theoretical and methodological approach and the intervention design. There is no universally effective strategy for implementing interventions: interventions with different characteristics (e.g., duration, number of sessions, etc.) can produce positive outcomes, and integration with other programmes sometimes seems to enhance their effectiveness. Critical issues concern the insufficient training of professionals involved, as well as the fidelity of interventions’ implementation

Fidelity · Limiting · Psychological intervention · Healthcare professionals’ stress and burnout · Psychological Well-being and Life Satisfaction · Workplace Health and Well-being

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