This experimental study aimed to determine the effect of psycho-pedagogical intervention on spiritual intelligence, happiness, and spiritual well-being of primary school students in Latvia. Three measurements (pre-intervention, post-intervention, and three month follow up) were administered for 83 children (n = 41 experimental group; n = 42 control group). The experimental group participated in intervention sessions that met once per week for 10 weeks. The results indicated that participation in the intervention programme led to a statistically significant increase in spiritual intelligence, happiness, and spiritual well-being in the experimental group compared to the control group. The intervention had the most significant effect on spiritual intelligence and spiritual well-being. Gender differences in spiritual intelligence, spiritual well-being, and happiness were softened after the intervention. The effectiveness of the intervention was consistent between all participants in the experimental group, regardless of the frequency of church attendance. Children who occasionally attended church showed slightly higher improvements in both groups, although not statistically significant. The given study not only validated the effect of the designed programme for primary school students, but also showed that the given intervention can improve spiritual intelligence, happiness and spiritual well-being irrespective of gender or church attendance. Integrating spiritual development into the primary school curriculum nurtures a harmonious and mentally healthy personality, which is one of the main goals of education.

这项实验研究旨在确定心理教育学干预对拉脱维亚小学生的精神智力、幸福感和精神健康的影响。对 83 名儿童进行了 3 次测量 （干预前、干预后和三个月随访） （n = 41 实验组;n = 42 对照组）。实验组参加了每周一次的干预会议，持续 10 周。结果表明，与对照组相比，参与干预计划导致实验组的灵性智力、幸福感和灵性幸福感在统计学上显着增加。干预对精神智力和精神健康的影响最显着。干预后，灵性智力、灵性健康和幸福感的性别差异被软化。干预的有效性在实验组的所有参与者中都是一致的，无论去教堂的频率如何。偶尔去教堂的儿童在两组中的改善都略高，尽管没有统计学意义。给定的研究不仅验证了为小学生设计的计划的效果，而且还表明给定的干预可以提高灵性智力、幸福感和灵性幸福感，无论性别或教堂出席率如何。将心灵发展融入小学课程，培养和谐和心理健康的个性，这是教育的主要目标之一。