1.3 Foundations of School Happiness

School Happiness aims to promote socio-emotional learning, mental health and well-being as a holistic perspective in the classroom and beyond. It provides school children with knowledge and life skills to flourish in their present and future lives. This approach is based on positive psychology focusing on strengths and virtues that enable individuals, communities, and organizations to succeed and UNESCO-based pillars of learning particularly learning to live together and learning to be.

 Indeed, school happiness is based on UNESCO’s mandate of four pillars of learning and elements of positive psychology.

• UNESCO mandate calls for promotion of peace and justice through educational institutions based on pillars of learning i.e., learning to live together and learning to be. Learning to live together means understanding others. Learning to be means to enable the learners to reach their fullest potential and become good citizens of society.
• Concept of Positive psychology includes Social and Emotional Learning, well-being and Positive Teacher Attitude, Whole School Approach etc.

The framework consists of the promotion of peace and justice through educational institutions based on pillars of learning i.e., learning to live together and learning to be elements of positive psychology.

that school happiness is related to the school environment and school children. School is the main part of the harmonious development and growth of children and is directly associated with children’s school happiness. It also provides good moral, and ethical qualities that increase happiness in its environment. It is also observed that there is a positive correlation between the feelings and emotions of the school children regarding school climate. If school is supportive and positive, students feel more confident and motivated for academic pursuits. School happiness can be described as emotional wellbeing. Indeed, it is the outcome of consensus between the individual needs and expectations of students, teachers, and school administrators from school based on certain environmental factors. When we talk about the school happiness of students, it is associated with physical factors, individual features, social-emotional factors, and instructional factors. A happy school environment is significant for providing opportunities for effective learning and holistic development of children in the form of academic and lifelong success, and self-fulfilment. This doctrine of school happiness is that no matter how complex the curriculum might be, students need to be happy to engage and learn. The main components of school happiness are the positive outcome of good physical equipment, a supportive school environment, a positive learning environment, sound communication and collaboration, education policy, social activities, efficient school management and teacher qualifications. Happy teachers and happy learners will keep teaching and learning. Therefore, happiness at school is a powerful tool to combat early school leaving and teacher shortages and to achieve SDG. A holistic approach to education centred around happiness recognizes that a student’s well-being is foundational to their success in all aspects of life. By addressing various dimensions of wellness and creating a supportive environment, schools can empower students to thrive academically, emotionally, and socially.