Strengths-based student guidance in school-related contexts: a systematic review

In recent years, there has been a growing interest in positive pedagogy and strengths-based approaches, with many teachers applying these methods in their teaching. The importance of building on students’ strengths and supporting their overall well-being is increasingly emphasized in education, both internationally and in Finland. The purpose of this research was to expand our knowledge of strengths-based guidance and its applications in various school settings. By reviewing international strengths-based guidance practices and evaluating the Strengths-Based Future Guidance (SBFG) model, this study aimed to answer two primary questions: 1) What kinds of research have been conducted into strengths-based student guidance in school-related contexts? 2) How can
the selected studies be viewed from the perspective of the SBFG model? Content analysis of 18 selected research articles was conducted to address these questions. The conclusions suggest two main implications for future theory development: the potential extension of the SBFG model to early childhood education, adult education, and continuous learning, and the need to consider applying the model across different educational levels and learning contexts. The results provide a comprehensive overview of the diverse contexts in which strengths-based guidance has been applied, offering valuable insights for researchers and educational professionals on future applications of the SBFG model.

Keywords: strengths-based student guidance; school; systematic literature review; positive psychology; Strengths-Based Future Guidance (SBFG) model