The Science and Evidence Base Behind MyStrengths

The Evidence Base for MyStrengths: A Science-Backed Framework for Teenage Flourishing

Introduction

MyStrengths is a strengths-based wellbeing program developed specifically for teenagers. At a time when many young people struggle with anxiety, self-doubt, identity confusion, and disengagement from school, MyStrengths offers a practical and evidence-informed pathway toward confidence, resilience, and self-understanding. But what is the scientific foundation of this framework? This article outlines the robust research base that underpins MyStrengths, drawing from established theories in Positive Psychology, educational psychology, and co-design methodology. It also explains the rationale behind our unique strengths categorisation and assessment system.

Theoretical Foundations: Positive Psychology and Strengths Science

MyStrengths is grounded in the field of Positive Psychology, which emerged in the late 1990s through the work of Martin Seligman, Christopher Peterson, and others. This scientific movement shifted psychology’s focus from merely treating mental illness to also cultivating wellbeing, purpose, and human potential (Seligman & Csikszentmihalyi, 2000).

A core pillar of Positive Psychology is the study of character strengths and virtues. In their landmark work Character Strengths and Virtues (2004), Peterson and Seligman categorised 24 universally valued strengths under six broad virtues. This taxonomy laid the groundwork for widespread use of strengths assessment tools like the VIA Survey and later, the CliftonStrengths (Gallup), High5, and others.

Research consistently shows that identifying and using one’s strengths has a wide range of psychological benefits. Studies have found that strengths interventions improve wellbeing (Proctor et al., 2011), increase engagement (Quinlan et al., 2012), boost academic motivation (Louis, 2011), enhance resilience (Madden et al., 2011), and build stronger relationships (Niemiec, 2014). These outcomes are especially relevant during adolescence, a period marked by identity formation, self-doubt, and heightened social comparison.

Adolescent Identity and the Need for Strengths Discovery

The teenage years are a critical time for identity development. Developmental psychologists such as Erik Erikson have long argued that adolescence centres around the question: Who am I? (Erikson, 1968). More recent research affirms that adolescents who develop a coherent sense of self report higher levels of wellbeing and lower levels of depression (Kroger, 2007).

Strengths-based frameworks are uniquely positioned to assist in this process. By helping teenagers recognise their natural capacities and values, strengths discovery offers a hopeful, empowering lens for identity formation. It helps young people answer not only Who am I? but also Do I like myself? and Will I be okay in the future? — three existential questions that the MyStrengths model directly addresses.

Evidence for Strengths-Based Interventions in Schools

Empirical research supports the effectiveness of strengths-based interventions in educational contexts:

Proctor et al. (2011) found that adolescents who completed strengths identification and reflection exercises reported higher life satisfaction and self-esteem.
Quinlan et al. (2012) implemented a classroom-based strengths program and observed increased student engagement and improved teacher-student relationships.
Waters (2011) conducted a systematic review of strengths-based approaches in schools and concluded that they consistently led to positive outcomes in academic, social, and emotional domains.
Louis (2011) emphasised that the process of discovering and naming strengths fosters a sense of ownership and motivation, particularly in adolescence.

These studies validate the broader approach used by MyStrengths while also highlighting the need for context-specific adaptations for young people.

The Role of Co-Design in Adolescent Interventions

MyStrengths is not simply a top-down application of adult-focused theory. It is a co-designed, youth-informed system that has been shaped through the voices of over 400 students and families during its development, and refined through feedback from over 100,000 participants.

Co-design is a participatory approach to program development that involves end users in shaping the tools, language, and experiences. Researchers such as Sanders & Stappers (2008) and Bratteteig et al. (2013) argue that co-design leads to greater relevance, engagement, and effectiveness. In youth work, Hagen et al. (2012) found that co-designed mental health platforms achieved greater trust and adoption among teenagers.

The MyStrengths team—including graduates from the University of Melbourne’s Master of Applied Positive Psychology (MAPP) program—intentionally adopted co-design as a core methodology. Every phrase, category, and activity was tested and refined through direct collaboration with young people, educators, and psychologists.

The MyStrengths Framework: Custom-Built for Teenagers

Dozens of strength models exist globally, yet Martin Seligman (2011) argues that the categories themselves matter less than the process of discovery and application. MyStrengths builds on this insight by offering a framework designed specifically for adolescents:

The language is teen-friendly, relevant, and aspirational.
The categories reflect real-world traits that young people recognise in themselves and their peers.
The activities are interactive and embedded in classroom life, not abstract theory.

This customised approach allows students not just to know their strengths, but to own and use them in daily contexts.

The Assessment: Reliable, Scalable, and Research-Aligned

The MyStrengths digital assessment is designed using a Likert-style respondent feedback loop, a widely accepted methodology in psychological measurement. Students rate statements such as “I am someone who includes others” or “I speak up when things are unfair” using a scale from “Strongly Agree” to “Strongly Disagree.”

Items are balanced and randomised to reduce response bias. Algorithms identify both students’ top strengths (those they consistently use) and latent strengths (those with developmental potential). Results are delivered instantly through a personalised report with insights, affirmations, and practical next steps.

The tool has been tested with over 100,000 students, with consistent positive outcomes:

91% report increased self-esteem and confidence.
82% say it helped them understand others better and grow in empathy.

Real-World Impact and Feedback

Quantitative and qualitative data from MyStrengths programs reinforce its effectiveness:

Teachers report improved classroom climate, peer support, and student engagement.
Parents note increased confidence, optimism, and emotional openness at home.
Students describe the program as “eye-opening,” “encouraging,” and “the first time I’ve ever liked myself.”

These findings echo the literature while offering fresh, grounded evidence that strengths-based education can create lasting change.

Conclusion: A Framework That Stands on Science and Heart

MyStrengths is not a generic wellbeing program or a one-size-fits-all model. It is a rigorously developed, science-informed, and youth-driven framework that draws from the best of Positive Psychology and education research. It combines:

Theoretical depth
Practical tools
Co-designed delivery
Real-world results

For school leaders, educators, and parents looking for an evidence-backed approach to improve student wellbeing, identity, and resilience, MyStrengths offers both the credibility of research and the authenticity of youth voice. It is a program that speaks to the heart, but stands firmly on science.

References

Biswas-Diener, R. (2010). Practicing Positive Psychology Coaching: Assessment, Activities, and Strategies for Success. Wiley.

Bratteteig, T., Bødker, K., Dittrich, Y., Mogensen, P., & Simonsen, J. (2013). Methods: Organizing principles and general guidelines for participatory design projects. Participatory Design: Principles and Practices.

Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.

Hagen, P., Collin, P., Metcalf, A., Nicholas, M., & Rahilly, K. (2012). Participatory Design of Evidence-Based Online Youth Mental Health Promotion Platforms. Young and Well Cooperative Research Centre.

Kroger, J. (2007). Identity Development: Adolescence through Adulthood. Sage.

Louis, M. C. (2011). Strengths interventions in higher education: Overview and recommendations. Journal of College and Character, 12(4).

Madden, W., Green, S., & Grant, A. M. (2011). A pilot study evaluating strengths-based coaching for primary school students. International Coaching Psychology Review, 6(1).

Niemiec, R. M. (2014). VIA Character Strengths: A Guide to Practice. Hogrefe.

Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford University Press.

Proctor, C., Maltby, J., & Linley, P. A. (2011). Strengths Use as a Predictor of Well-Being and Health-Related Quality of Life. Journal of Happiness Studies, 12(1), 153–169.

Quinlan, D. M., Swain, N., Cameron, C., & Vella-Brodrick, D. A. (2012). How ‘other people matter’ in a classroom-based strengths intervention: Qualitative perspectives of students and teachers. Journal of Positive Psychology, 7(5), 372–386.

Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. CoDesign, 4(1), 5–18.

Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.

Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90.

Dan Hardie is a Teen Counsellor and the founder of MyStrengths. MyStrengths is focused on building healthy self-esteem, confidence and self-love. In the past 5 years, over 130,000 students have discovered their unique strengths & beauty through MyStrengths High School Programs.