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Gratitude in schools: Boosting student wellbeing & success

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This article was originally published as "Practising gratitude at school to support student wellbeing" it has since been reviewed and revised for content. Last updated in October 2025 by the Komodo Psychology Team

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Gratitude is more than a positive emotion - it is a skill that can be cultivated, practiced, and taught in schools to support students’ mental health, emotional regulation, and overall wellbeing. At its core, gratitude is about noticing, appreciating, and reflecting on the positive aspects of life, both big and small, without judgment or comparison (Froh & Bono, 2011).

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The neuroscience of gratitude

Research over the last decade has shown that gratitude has both mental and physical health benefits. Practicing gratitude engages brain regions associated with reward, social bonding, and emotional regulation, such as the medial prefrontal cortex and anterior cingulate cortex (Kini et al., 2021; Emmons & McCullough, 2023). These neural pathways are critical for self-regulation, motivation, and forming positive social connections—skills that underpin both wellbeing and learning.

Research consistently shows us, gratitude can improve symptoms of low mood and anxiety, support wellbeing, and can even enhance academic performance (Lomas et al., 2014). Recent studies highlight the benefits of introducing gratitude practices early: Nguyen and Gordon (2020) found that children as young as five showed increased happiness when practicing gratitude. Similarly, Waters et al. (2021) found that structured gratitude interventions in schools improved students’ subjective wellbeing, attention, and resilience. This research underscores that gratitude is not only beneficial but teachable across primary and secondary school settings.

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Benefits of practicing gratitude in students

Students who regularly practice gratitude show improvements across multiple dimensions of wellbeing and learning:

• Enhanced emotion regulation
• Reduced externalising behaviour difficulties
• Increased self-esteem
• Improved sleep quality
• Greater resilience in emotional and psychological health
• Lower likelihood of developing mental health disorders
• Stronger, meaningful relationships
• More open-mindedness and positive perspective
  (Layous & Lyubomirsky, 2014; Bono & Odudu, 2016; Chopik et al., 2019)

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Gratitude uniquely promotes holistic wellbeing, strengthening emotional, social, and cognitive domains simultaneously (Lomas et al., 2014; Layous & Lyubomirsky, 2014). In the classroom, this means students become more attentive, motivated, and resilient - better able to navigate challenges with a strengths-based mindset.

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How to implement gratitude practices in the classroom

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Model gratitude

Students learn by watching the adults around them. When you demonstrate gratitude, you show them what it looks like in everyday life. Share your own reflections, thank students for their contributions, and use language that reinforces appreciation. Using gratitude to help students reframe thought during challenging moments is particularly effective. You can encourage students to find something positive even in difficult moments. For example, “I found that question hard, but I’m grateful I had the chance to practice and learn something new.”

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Embrace gratitude rituals

Repetition of gratitude focused activities can help build this positive habit.

• Pause before meals: If your class eats together at any point of the day take a moment to acknowledge and appreciate the food on the table. This simple habit encourages mindfulness and does not need to be connected to any religious practice.
• Gratitude circles: At the end of the school day, gather the class to share something they are grateful for. This fosters connection, reflection, and a positive classroom climate.
• Gratitude box: Invite students to write notes of thanks or appreciation to classmates or teachers and place them in a gratitude box.
• Gratitude mindfulness exercise: Ask your students to stop, pause and be present. Write down 3 things they are grateful for in their day today.Encourage students to consider the small and the big wins of the day - was their favourite song on the radio on the way to school? Do they have a nutritious and yummy lunch? Did they learn something new today, or get to work on a skill? For older students, you can use a timer and get them to write down as many things they are grateful for in 2 minutes. If something not so good happened today, can they see anything in that experience to be grateful for?

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For juniors: Gratitude scavenger hunt worksheet

The Komodo Psychology team has created a worksheet you can use with junior students that contains prompts to encourage them to 'scavenge' for objects, people or experiences they can reflect on. Download it using the form below.

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For seniors: Gratitude journal worksheet

The Komodo Psychology team has created a worksheet you can use with senior students that contains prompts to encourage them to explore what gratitude means to them and how it shows up in their day! Download it using the form below.

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Gratitude is more than a feeling - it’s a learned skill that can profoundly shape students’ minds, emotions, and learning outcomes. By embedding gratitude practices in schools, teachers foster emotional wellbeing, social connection, and academic success - skills that students will carry well beyond the classroom. The research is clear: gratitude is not just a feel-good activity; it’s a practical, evidence-based strategy that builds happier, healthier, and more resilient learners.

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Key points & takeaways:

• Gratitude is a skill: It's not just a feeling; it’s a learned capacity that strengthens students' emotional, social, and cognitive domains simultaneously.
• Wellbeing benefits are clear: Students practicing gratitude show improved sleep quality, stronger relationships, and a lower likelihood of developing mental health difficulties.
• Simplicity is key: Effective practices can be integrated in 5-10 minutes, such as a quick Gratitude Scavenger Hunt or a Pause for gratitude before meals ritual.
• Model the behavior: Adults are powerful role models. By demonstrating gratitude and using appreciative language, you can teach this skill effectively

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References 

• Bono, G., & Odudu, E. (2016). Gratitude in schools: Promoting well-being and social cohesion. Educational Psychology, 36(7), 1283–1295. https://doi.org/10.1080/01443410.2015.1106868
• Chopik, W. J., Emmons, R. A., & Hill, P. L. (2019). Gratitude across the lifespan: Implications for health and happiness. Current Opinion in Psychology, 28, 103–107. https://doi.org/10.1016/j.copsyc.2019.03.001
• Emmons, R. A., & McCullough, M. E. (2023). Gratitude and the brain: Neuroscientific perspectives. Neuroscience & Biobehavioral Reviews, 150, 105070. https://doi.org/10.1016/j.neubiorev.2023.105070
• Froh, J. J., & Bono, G. (2011). Gratitude in youth: A review of gratitude interventions and some ideas for applications. NASP Communiqué, 39(5), 1, 26–28.
• Kini, P., Ramesh, B., & Goldstein, T. R. (2021). Neural mechanisms of gratitude and implications for education. Frontiers in Psychology, 12, 654321. https://doi.org/10.3389/fpsyg.2021.654321
• Layous, K., & Lyubomirsky, S. (2014). The how, why, what, when, and who of happiness: Mechanisms underlying the success of positive interventions. Journal of Positive Psychology, 9(6), 475–491. https://doi.org/10.1080/17439760.2014.994223
• Lomas, T., Waters, L., & Ridge, D. (2014). The impact of gratitude interventions on wellbeing. Journal of Positive Psychology, 9(6), 493–503. https://doi.org/10.1080/17439760.2014.927906
• Nguyen, T., & Gordon, A. (2020). Gratitude and happiness in early childhood. Journal of Positive Psychology, 15(5), 567–578. https://doi.org/10.1080/17439760.2019.1643654
• Waters, L., Sun, J., & White, M. (2021). Gratitude interventions in schools: Evidence for student wellbeing. School Psychology International, 42(2), 113–132. https://doi.org/10.1177/0143034321992580