Positive Intelligence (PI) is a highly effective training methodology for understanding individual strengths and the psychological factors that can negatively impact human potential for intellectual excellence and joyful living. However, PI has primarily been implemented by professional development coaches in corporate and leadership training, as well as by self-motivated adults seeking personal growth. More recently, efforts have been made to integrate PI into academic institutions, focusing mainly on undergraduate and graduate students.

There is a significant need to apply PI principles to middle and high school students to enhance their mental well-being and academic potential. This paper presents the results and perceptions of high school students who were introduced to PI concepts through a research project. Students explored PI’s framework, which distinguishes between the sage mode—a mental state that enables individuals to perform at their highest potential and experience fulfillment—and the saboteur mode—a state in which self-sabotaging tendencies hinder success and lead to wasted talent and missed opportunities.

Participants, including two student co-authors, assessed the effectiveness of the saboteur test in identifying and interpreting negative behavioral patterns. This paper documents students' reflections on their understanding of PI, as well as its strengths and limitations. Additionally, a quantitative analysis of the saboteur test results was conducted, including a case study tracking one student's PI test scores over six years, from elementary school through high school.

The insights from this study provide valuable guidance for incorporating quantitative psychological training into early education, particularly for students navigating teenage challenges and striving for academic excellence.

Keywords: Education, Emotional Intelligence, Joyfulness, K-12 Students.