The objective of this study is to explore the potential benefit of gratitude journaling for students in grades 6-12 and their teachers. Specifically, the investigators seek to determine if the process of gratitude journaling decreases stress, student absenteeism, and teacher burnout, while increasing gratitude, optimism, and a sense of belonging.

Does gratitude journaling decrease perceived stress in students? Does gratitude journaling reduce absenteeism in student class attendance? Does gratitude journaling increase gratitude in participants? Does gratitude journaling increase optimism in participants? Does gratitude journaling increase a sense of belonging in students? And finally, does gratitude journaling decrease teacher burnout? The investigators hypothesize the gratitude journaling process will decrease stress, student absenteeism, and teacher burnout, while increasing gratitude, optimism, and a sense of belonging in participants.

This study will utilize a pre-test post-test correlational study design. As a preliminary pilot study, the investigators seek to determine the potential benefits of gratitude journaling. For this study, Lynnie Gandola is a community partner. The journals were created by Lynnie. The journals she created were supplied to the schools "at cost" with a grant from the School of Life Foundation (schooloflifefoundation.org) as an initiative that principals in the district chose to implement this semester. These journals will be distributed to students regardless of whether or not the pre-test post-test surveys are administered. The investigators are looking to collect data from a journaling exercise that is already taking place. A letter of support from Lynnie Gandola is attached, stating that she approves the assessment of the effectiveness of the gratitude journals. Additionally, this study will use archival class attendance data. This information will be provided as aggregate data from the school districts, with all student information deidentified. For data collection with teachers, a non-randomized control group will also be utilized to compare burnout scores between teacher who did and did not participate in the gratitude journaling.

Inclusion Criteria:

• To be included in this study, individuals must be a student from a school district in the rocky mountain region.

Exclusion Criteria:

• A participant would no longer be eligible for participation if their status as a student ends. Scenarios include incarceration, illegal behavior, or mental illness that requires absence or discontinued school attendance.

The anonymized data set will be uploaded to the OSF data repository.

The IPD is currently available and will be made available as long as OSF manages the data repository.

The IPD is publicly available.