This study examined the feasibility and effectiveness of a modified Three Good Things gratitude intervention in promoting well-being among college students with and without disabilities. Using a randomized controlled design, participants completed pre-, post-, and one-month follow-up assessments. Results from Repeated Measure Analysis of Variance revealed statistically significant improvements in well-being, resilience, and perceived stress, with differential effects across time and groups. Several elements of the PERMA model—particularly Positive Emotions, Relationships, Meaning, and Accomplishment—demonstrated notable change, especially with time-by-group interactions. Both students with and without disability demonstrated benefit from participating in the study. Qualitative data from participants’ daily reflections and open-ended feedback provided further insight into the perceived benefits, engagement patterns, and areas of personal growth associated with the intervention. The daily reflections illustrated the positive impact of the intervention to establish lasting changes in participants’ personal growth and academic success, especially when participants integrated the practice into daily routines. The study also demonstrated high feasibility through digital delivery, structured reminders, and supportive communication. Findings have implications for counseling, higher education, and future research on accessible and inclusive gratitude interventions.
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