PERMA.teach: A study on the effectiveness of a standardized Positive Education training program in Austria

Martin Wammerl ^1,2 Ulrike Lichtinger ^3*

• ¹ Institute for Positive Psychology and Mental Coaching, Graz, Styria, Austria
• ² Sigmund Freud University Vienna, Vienna, Vienna, Austria
• ³ IU International University of Applied Sciences, Regensburg, Bavaria, Germany

PERMA.teach is the largest Positive Education initiative in German-speaking countries, offering a standardized program that trains teachers to integrate positive interventions based on the PERMA model of well-being in the classroom. The program aims to promote the well-being and mental health of both teachers and students and is part of the third phase of Austrian teacher training.To assess the program's effectiveness, a representative sample was collected from Austrian schools in five federal states, covering primary and middle school sectors. Schools were assigned to either an intervention group or a control group (education as usual). Well-being was measured using standardized questionnaires (PERMA-Profiler, Satisfaction With Life) at three points. The final sample included 155 teachers (65 in the control group) and 1,402 students (657 in the control group). Additionally, ten randomly selected teachers were interviewed to explore the mechanisms of the training, and a survey was conducted with 120 participants to understand the practical implementation of the program.The results show a clear intervention effect. Teachers in the intervention group demonstrated significantly increased life satisfaction compared to the control group. In terms of the PERMA wellbeing components, teachers in the intervention group reported significantly more positive emotions. Teachers in the intervention group showed higher levels of engagement, experiencing more flow and utilizing their character strengths in the school setting. No significant changes in life satisfaction or PERMA factors were observed in the control group.The interviews confirmed previous research findings, showing that Positive Education thrives on the autonomy of its users. A broad range of intervention options is necessary to allow for individual selection. Emotional contagion was also highlighted as a key factor, particularly among teachers, influencing both the training they received and its implementation in classrooms. In conclusion, PERMA.teach effectively promotes the well-being of teachers, contributing to flourishing in the school environment. ** sig. p < .01, * sig. p < .05, two-tailed testing. Note: O= overall well-being score (i.e. average of the PERMA 15 items),