3.4  Associations between Happy Schools and Social and Emotional Learning

In context with 21st-century learning standards, Social and Emotional Learning is become instrumental to the happy school concept.  In Social. Emotional and Ethical Learning Model (2019), three primary domains are identified as personal, social and systematic along with three primary dimensions as awareness, compassion and engagement. These domains and dimensions generate the model for happiness lessons in an organized form of a happy school toolkit.

• Personal: People: Happy Learners & Happy Teachers
• Social: Place: Happy Classrooms
• Engagement; Process: Happy Environments

1. Personal: People: Happy Learners & Happy Teachers (by knowing the concept of self-awareness and self-management through the integration of mindfulness techniques with mapping of personal emotions). This dimension focuses on individual development, emphasizing the well-being and happiness of both students and teachers. This domain highlights the importance of self-awareness, self-management, and relationship skills for personal growth and fulfilment. About the Happy Schools framework, these links promote an environment where students and teachers are aware of their emotions, thoughts, and actions. This fosters self-awareness and understanding among individuals, creating a positive atmosphere conducive to learning. This awareness is crucial in managing emotions and fostering healthy relationships within the school community.

• Self-Awareness: Case Study: Maria, a high school student, struggled with low self-esteem and self-awareness. She often felt overwhelmed by academic pressures and had difficulty understanding her own emotions. The school implemented a SEL program that included activities like journaling, mindfulness exercises, and self-reflection. Through these activities, Maria learned to recognize her emotions, understand their impact on her behaviour, and develop a more positive self-image. As a result, her academic performance improved, and she became more engaged in social activities.
• Self-Management: Case Study: Javier, a middle school student, had difficulty managing his anger and impulses, leading to conflicts with peers and teachers. The school introduced a SEL program that focused on teaching self-regulation techniques, goal-setting, and problem-solving skills. Javier learned to identify triggers for his anger and developed strategies to calm himself down. As a result, he was able to handle conflicts more effectively and improve his relationships with others.

Social: Place: The Social component in Happy Classrooms not only aims to create a positive and inclusive environment but also focuses on developing essential social-emotional skills that contribute to the overall well-being of students and the school community. Awareness and Relationship Skills aims to foster awareness of relationships among students, teachers, and staff, promoting compassionate and empathetic interactions. In this skill, Teachers incorporate lessons on understanding and recognizing emotions in themselves and others. Students learn to be aware of their feelings and how their actions impact those around them. This awareness builds a foundation for positive relationships.  It emphasizes the creation of a positive, inclusive, and empathetic environment within classrooms and the broader school community. Students engage in activities that promote empathy, such as discussing different perspectives in class or participating in projects that highlight the experiences of others. This fosters a sense of understanding and compassion within the school community. Happy Classrooms through interpersonal social Awareness and relationship skills through lessons of building awareness of relations in the school community and developing strong compassionate and empathetic awareness for others. This fosters self-awareness and understanding among individuals, creating a positive atmosphere conducive to learning. This awareness is crucial in managing emotions and fostering healthy relationships within the school community. For Happy Schools, it emphasizes kindness, flexibility, adaptability, responsibility, tolerance, and openness within the school community, promoting a caring and supportive environment.

Social Awareness: Case Study: Emily, an elementary school student, struggled to understand and empathize with her classmates’ feelings. The school implemented a SEL program that incorporated activities promoting perspective-taking, active listening, and community engagement. Through these activities, Emily learned to recognize and appreciate the emotions of her peers, fostering a more inclusive and supportive classroom environment.

Engagement; Process: Happy Environment (Responsible decision making through interdependence mapping and happiness literacy) It concentrates on the systemic aspects of creating a happy school environment. It involves processes such as responsible decision-making, interdependence mapping, and promoting happiness literacy. This dimension encourages students and educators to understand the interconnectedness of their actions and decisions within the school community, fostering a sense of responsibility and positive engagement. Happy Schools: Encourage perseverance: Encouraging perseverance within Happy Schools signifies the importance of resilience and determination in achieving goals. For Happy Schools, it encourages understanding and appreciation of connections between local, national, and global communities, fostering a sense of belonging and responsibility. Aligns with the social awareness aspect of SEL by promoting understanding and respect for diversity, fostering empathy, and appreciating interdependence on a broader scale beyond individual relationships.

Overall, the integration of SEL practices within the framework of Happy Schools aims to cultivate a holistic educational approach prioritizing emotional intelligence, empathy, responsible decision-making, and positive relationships, contributing to the well-being and happiness of students, teachers, and the entire school community.

Relationship Skills: Case Study: Alex, a high school student, faced challenges in building and maintaining positive relationships with peers. The school integrated a SEL program that included team-building exercises, communication workshops, and collaborative projects. Alex learned effective communication, conflict resolution, and teamwork skills. As a result, he developed stronger connections with his peers and became an active participant in group activities.

Responsible Decision-Making: Case Study: Sarah, a college student, struggled with impulsivity and making risky decisions. The university implemented a SEL program that emphasized critical thinking, ethical reasoning, and decision-making skills. Sarah learned to evaluate the consequences of her actions and make responsible choices. This not only improved her academic performance but also contributed to her overall well-being and personal growth.