The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p =.01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p =.01), strength (b = 0.62, 95% CI [0.23, 1.01], p =.01), purpose (b = 0.61, 95% CI [0.18, 1.04], p =.01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p =.04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers. Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

This study explored the associations between secondary school students' sense of school belonging, their perceptions of school kindness, and character strength of kindness, and examined possible differences in these constructs across gender groups. The study, which included 1973 Hong Kong secondary school students, revealed that students' sense of school belonging was positively correlated with their perceptions of school kindness at the school and student levels (0.021 and 0.185, respectively). Furthermore, students' sense of school belonging was positively linked to character strength of kindness at the student level, although this relationship was found to be non-significant at the school level. At both levels of analysis, the positive relationships between students' perceptions of school kindness and character strength of kindness were significant. In addition, girls reported higher levels of character strength of kindness than boys. The findings of this study provide a better understanding of the relationships between sense of school belonging, school kindness, and character strength of kindness. Implications for research are also discussed. Copyright © 2020 Society for the Study of School Psychology.