1. Happiness and Happy Schools
Happy Schools: A Holistic Approach to Education
In India, schools play a crucial role in holistic development, yet students often grapple with competition and stress. UNESCO’s push for Happy Schools underscores the connection between happiness and effective learning. To tackle these issues, comprehensive policies prioritising student and teacher well-being are imperative. Collaborative efforts involving policymakers, educators, and communities are necessary to establish nurturing environments where students can flourish academically and emotionally, paving the way for a brighter future.
Concept of Happy School:
The concept of Happy Schools is indeed a holistic and progressive approach towards education, aiming not only for academic excellence but also for the overall well-being and happiness of students, teachers, and the entire school community. Here, I’ll outline some reflections on the characteristics mentioned:
- Safe Learning Environment: A safe and secure environment is fundamental for effective teaching and learning. When students feel safe, they are more likely to engage actively in learning activities and develop positive relationships with peers and teachers. A safe learning environment is the cornerstone of effective education. It sets the stage for students to explore, take risks, and grow both academically and emotionally. When students feel secure, they’re more open to asking questions, expressing themselves, and collaborating with others. This not only enhances their learning experience but also fosters a sense of belonging and community within the classroom. Teachers play a crucial role in creating and maintaining this safe space by promoting respect, empathy, and understanding among students.
- Prevention of Violence and Bullying: By actively discouraging and addressing violence and bullying, Happy Schools create a culture of respect and empathy, fostering a sense of belonging among all members of the school community. Happy Schools equip students, teachers, and parents with the knowledge and skills to recognize, prevent, and respond to bullying and violence effectively. By promoting positive relationships, empowering bystanders, and providing support for both victims and perpetrators, Happy Schools create an environment where all members feel valued, supported, and safe. Furthermore, community involvement and partnerships with local organizations and agencies strengthen efforts to foster a sense of belonging and ensure the well-being of every individual within the school community.
- Focus on Holistic Development: Happy Schools recognize the importance of nurturing not only academic knowledge but also skills and attitudes necessary for personal and professional success in life. This includes social-emotional learning, critical thinking, creativity, and problem-solving.
- Innovative Teaching and Learning Methods: Embracing innovation in education allows Happy Schools to cater to diverse learning styles and interests, making learning more engaging, meaningful, and effective.
- Recognition of Individual Potential: Every student has unique strengths and talents. Happy Schools provide opportunities for students to discover and develop their potential, fostering a sense of confidence and self-efficacy.
- Strong Relationships: Positive relationships between students, teachers, and school management are the cornerstone of a Happy School. These relationships are built on mutual respect, trust, and open communication.
- Embracing Mistakes and Encouraging Curiosity: Happy Schools create a culture where making mistakes is seen as a natural part of the learning process and where students are encouraged to ask questions, explore, and take risks in their learning journey.
In conclusion, Happy Schools prioritise the well-being and happiness of everyone involved, recognising that a positive and nurturing learning environment is essential for academic success and personal growth. By embodying the characteristics outlined above, Happy Schools not only prepare students for academic achievement but also equip them with the skills, attitudes, and resilience needed to thrive in an ever-changing world.
- D.M. McMahon (2006), Happiness: A History, Grove Press, 544pp
- A. Bethune (2019), “What makes a happy school?”, educationsupport.org.uk/blogs/what-makes-happy-school.
- UNESCO Asia-Pacific Education Thematic Brief (2017), “Promoting learner happiness and well-being”, bangkok.unesco.org/content/promoting-learner-happiness-and-well-being.
- T.L. Tran, T.C.T. Tran (2020), “Building a happy school on the basis of life value education and life skills education in high schools”, Proceeding of the International Conference of Psychology and Education for Learners’ Development and Happy Schools, Hanoi National University of Education (in Vietnamese).
- Phan Dinh Giot Junior High School (2019), Criteria for Happiness Classroom in the School Year 2019-2020, thphandinhgiot.pgdthanhxuan.edu.vn/van-ban/tieuchi-xay-dung-lop-hoc-hanh-phuc-nam-hoc-2019-2020-vbctmobile19-75259.aspx (in Vietnamese).
- M.J. Schuelka, et al. (2021), “Happiness, well-being, and mental health in Bhutanese higher education: exploring student and staff experiences and perceptions within a framework of gross national happiness”, Journal of International and Comparative Education, 10(1), DOI: 10.14425/jice.2021.10.1.0913.
- Thanh Xuan district Department of Education and Training and Labour Federation (2019), Circular No. 276/PGD-DT of Collaboration between Labor Federation and Authorities in Building Happy Schools signed on November 25th, 2019 (in Vietnamese).
- E-gyankosh.ac.in/bitstream/123456789/86648/1/Unit-7.pdf
- Baumgardner, S., & Crothers, M. (2015). Positive Psychology. New Delhi: Pearson
- Lyubomirsky, S., Sheldon, K.M., & Schkade, D. (2005). Pursuing happiness:The architecture of sustainable change. Review of General Psychology. 9:111–131.
