Promoting Well-Being in Children: Development of a Savoring-Based Intervention for Elementary School Students

Studies on savoring interventions demonstrate promising results in enhancing adults’ well-being. However, research on savoring-based interventions for children remains limited. In this study, we present the process of creating a program to promote savoring strategies to enhance subjective well-being in children. Based on an exploratory sequential design, we followed three stages. In the first stage of the program design, we conducted semi-structured interviews with 14 educational agents and 3 experts in designing programs to promote children’s skills. Results allowed us to identify children’s savoring needs and collect key elements that informed the program’s design. In the second stage, we conducted a pilot study of the intervention, following a pre-posttest design involving fourth-grade children (N = 21). Results suggested high participant satisfaction, an upward trend in memory-building strategies, as well as in emotional and psychological well-being. Facilitators’ qualitative feedback allowed us to identify strengths and areas needing adjustment to inform refinements in future versions of the program. In the third stage, three experts provided feedback to enhance the program’s quality. Experts provided overall positive feedback, along with suggestions for improving the intervention. Based on the feedback from stages 1 and 2, we introduced several refinements in the updated version of the program. Study findings have theoretical and practical implications. They suggest that promoting savoring strategies may support improvements in children’s emotional and psychological well-being. This study contributed to filling a gap in the literature concerning savoring-based interventions for children.