{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,4]],"date-time":"2026-04-04T20:37:23Z","timestamp":1775335043167,"version":"3.50.1"},"reference-count":80,"publisher":"MDPI AG","issue":"13","license":[{"start":{"date-parts":[[2021,6,29]],"date-time":"2021-06-29T00:00:00Z","timestamp":1624924800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJERPH"],"abstract":"<jats:p>There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and\/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students\u2019 self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.<\/jats:p>","DOI":"10.3390\/ijerph18136947","type":"journal-article","created":{"date-parts":[[2021,6,29]],"date-time":"2021-06-29T04:31:07Z","timestamp":1624941067000},"page":"6947","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children"],"prefix":"10.3390","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9467-5898","authenticated-orcid":false,"given":"Lauren H.","family":"Naples","sequence":"first","affiliation":[{"name":"Child Study Center, Yale School of Medicine, Yale University, New Haven, CT 06511, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8331-2429","authenticated-orcid":false,"given":"Elizabeth D.","family":"Tuckwiller","sequence":"additional","affiliation":[{"name":"Department of Special Education and Disability Studies, Graduate School of Education and Human Development, Foggy Bottom Campus, The George Washington University, Washington, DC 20052, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2021,6,29]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Furlong, M.J., Dowdy, E., Nylund-Gibson, K., Wagle, R., Carter, D., and Hinton, T. 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