Enhancing well-being in accounting students through gratitude interventions

Gratitude interventions have been shown to improve well-being, but little is known about their use with accounting students. This study explores the impact of a novel gratitude intervention where students wrote about their accomplishments and gratitude over a semester. Qualitative analysis of 31 students’ reflective journals revealed that as students identified accomplishments and gratitude situations, their overall well-being improved. The gratitude intervention fostered increased self-awareness, positivity, motivation, reduced stress and enhanced relationships. The study aligns with the Positive Psychology Interventions (PPIs) framework, which emphasises the benefits of gratitude practices on emotional and social well-being. The study underscores the potential to introduce enhanced gratitude practices into accounting education courses. The article offers practical strategies for educators to support student well-being, at a time when accounting students are under increased stress.