ABSTRACT
As interest in the subject of well-being in education has grown over the past decade, learning centres around the world have implemented well-being programmes, many of which include a focus on strengths. Evidence is accumulating for the positive effects of strengths programmes on well-being and academic achievement. Numerous programmes now exist to teach students about their strengths. Student voice has, however, been noticeably absent from strengths research in education. Few studies have examined the student experience of identifying and using strengths, or of having their strengths noticed by others. We share student and teacher perspectives on working with strengths in the classroom which reinforce our view that strengths warrant a place in schools. Using insights and feedback from educators, students, and researchers, we propose strategies to embed a strengths focus in schools so that the strengths programme effectiveness can be extended and sustained.
