Four miles away but worlds apart: a case study involving delivery of a positive psychology intervention in two schools

Purpose Mental illness can have large societal and individual costs, particularly for children. Positive Psychology Interventions (PPIs) delivered in schools may prevent the development of mental illness, although significant barriers to their implementation can exist. This paper aims to demonstrate the impact of some of these factors. Design/methodology/approach The current case study describes delivery of a multi-component PPI – the Hummingbird Project, in two out of 18 schools in the North West of England that participated in year 1 of the project that, despite being only four miles apart, had very different profiles and with one (School 1) significantly more “disadvantaged” than the other. There were also differences in selection criteria, with School 1 selecting students based on “perceived need” from Years 7–9 (n = 70), as compared to all Year 7 s (n = 85) selected by School 2. Findings Significant benefits of the PPI and in both schools were found. The PPI increased well-being, resilience, hope and satisfaction in School 1, as compared to just an increase in hope in School 2. The effects of the PPI were moderated by individual and school-related factors. Originality/value The results, alongside observations made during delivery of the PPI and from feedback received from both schools, are discussed in relation to how positive education seems to gain greater traction in more privileged schools.