A Systematic Review of Meaning in Life Oriented Interventions Among School-Aged Children

Abstract Childhood is a crucial window for establishing the foundations of wellbeing, with meaning in life (MiL) a primary resource. While MiL interventions have shown promise in adolescents, limited research addresses their impact on younger children. This systematic review examines the efficacy, characteristics, and mechanisms of interventions that promote MiL for children aged 6–12 years in the general population. Following JBI and PRISMA guidelines, a systematic search across four databases (Web of Science, OVID, Scopus, and Education Source) identified peer-reviewed studies in English that evaluated interventions promoting MiL in school-aged children. Nine studies met inclusion criteria, representing diverse cultural contexts and using both quantitative and qualitative designs. One study was excluded from results synthesis due to quality concerns, leaving eight in total. Most interventions (87.5%) demonstrated positive effects on MiL, with effect sizes ranging from small to large. Interventions addressing all three components of the MiL tripartite model—purpose, significance, and coherence—were associated with stronger outcomes. However, the small number of studies, varied methodologies, and inconsistent MiL measures constrained generalisability. Few studies conducted follow-ups, limiting understanding of intervention sustainability. The findings suggest that MiL can be cultivated in school-aged children, highlighting that meaning is both present and measurable among children aged 6–12. Future research should employ experimental designs aligned with the MiL tripartite model, use validated and age-appropriate measures, longer follow-up assessment periods, and explore developmental differences across narrower age ranges. This review identifies MiL as a foundational resource for empowering children to cultivate fulfilling lives.