• Positive Emotions: Everyone experiences positive and negative emotions, feelings, and moods. Happiness is generally linked to experiencing more positive feelings than negative ones. Seligman has stated a pleasant life has characteristics of enjoying pleasures in life by fulfilling the needs of an individual. Going beyond this, when we focus on realizing strength and potential, we feel good and happy. It is a good life.
• Life Satisfaction:This relates to how satisfied you feel with different areas of your life including your relationships, work, achievements, and other things that you consider important. It is observed that when happy people face discomforts, they have an underlying sense of optimism that things will get better, that they can deal with what is happening, and that they will be able to feel happy again. This is a meaningful life.

• Pleasant Life: Positive Emotions: enjoying pleasures in life by fulfilling the diverse needs of an individual
• Good Life: focus on realizing strength and potential
• Meaningful Life: Contributing a larger cause

• 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.

• Safe place for teaching and learning activities
• There is no violent behaviour. Bullying is rare.
•  Focus on knowledge, skill and attitude
• Innovative ways of teaching, learning and assessment ways
•  Recognition of potential and providing an opportunity to polish
• Making friends is relatively easy, and establishing genuine and respectful relationships with teachers
• Management, teachers, and students are open to innovation
• Students learn content necessary for life and acquire self-related skills
•  Students highly value teachers because they are knowledgeable, attentive, helpful, sufficiently demanding, and able to explain their subject.
• Mistakes are valued as part of the learning process
• Students are encouraged to ask questions

• 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.

• Friendships and Relationships in the School Community
• Respect for Diversity and Difference
•  Positive teacher attitude and attributes
•  Positive and Collaborative Values and Practices
• Teachers' working conditions and wellbeing
• Teacher’s skills and competencies

Indicators:

• Friendships and Relationship in the School Community: Friendships and Relationship in the School Community refers to human and social relationships within the school community. The school community is school leaders, administrative staff, teachers, students and parents. Friendships and relationships are instituted through trust, respect and tolerance. Fostering healthy friendships and relationships within the school community contributes to a positive school culture, enhances the overall learning experience, and supports the holistic development of students. When these connections are nurtured with trust, respect, and tolerance, they create a foundation for a supportive and thriving educational environment.
• Respect for Diversity and Difference: This is a must for a happy school that respects diversity includes people from all backgrounds and treats them equally. There must be such type of influencing partnerships among family and community that can create an inclusive, caring, and culturally responsible community. If a school community adopts Cultural responsiveness, it means all people in the school community will respond respectfully to people of diverse cultures, languages, religions or other diversity factors. There must be a provision for encouraging participation in people of the school community where every person will communicate actively and empathetically with each other. There must be freedom of thought and expression in a very respectful manner. Mindfulness in language and behaviour must be there in the school community.
• Positive teacher attitude and attributes: A Happy Environment insists on a positive teacher attitude and attributes also. Evidence-based research states that fostering positive relationships between students and teachers generates a conducive classroom learning environment and looks after developmental, emotional and academic needs. These relationships signify traits of kindness, empathy, and fair-mindedness in the teacher’s role as a motivator and stimulator. Teachers are also visualized as being creative and happy role models for all. School Practices must encourage parental involvement, and foster positive interactions between students of diverse groups and grades. The community can be directly involved.
• Positive and Collaborative Values and Practices: While talking about Positive and Collaborative Values and Practices, the qualities of love, compassion, acceptance and respect can be promoted through various strategies. These can be in the form of visual reminders, posters and illustrations. There is a well-known concept of dual-purpose learning, a very popular word in educational endeavours. It means within the context of any subject or topic, along with cognitive aspects, schools should focus on enhancing values and competencies. There must be an emphasis on the quality of teaching and learning that can provide impact concerning local to global context.
• Teachers working conditions and well-being: Teachers' working conditions and well-being is essential for retaining and attracting highly qualified educators. When teachers are well-supported and satisfied in their roles, they are more likely to provide high-quality education and have a positive impact on their students. It is a shared responsibility of educational institutions, policymakers, and communities to address these issues and create a supportive environment for teachers.

• Teacher’s skills and competencies: Teachers' skills and competencies are fundamental to their effectiveness in the classroom and their ability to foster student learning and development. The skills and competencies required for teachers go beyond subject matter expertise and encompass a range of pedagogical, interpersonal, and organizational abilities. Here are some key teacher skills and competencies: Content Knowledge, Pedagogical Knowledge, Classroom Management etc. Continual development and support for teachers in these areas are essential for enhancing the quality of education.

• Reasonable and fair workload to avoid imbalance
• Sense of accomplishments and achievements
• Extra-Curricular Activities and Engagements
• Learning as a team between students and teachers
• Mental wellbeing and Stress Management
• Learner freedom, Creativity and Engagement
• Useful, Relevant and Engaging Learning Content
• Fun and Engaging Teaching-Learning Approaches
• Teamwork and Collaborative Spirit
• Reasonable and fair workload to avoid an imbalance between study hours and Playtime. There must be a reasonable and fair workload to avoid an imbalance between study hours and Playtime. Students must be allowed to express their views and opinions and brave enough to learn without worrying about making mistakes.
• Sense of accomplishments and achievements: In Positive Psychology, achievement is a by-product of accomplishment. Achievements and accomplishments are instrumental to being a happy school. Accomplishments are near to personal satisfaction and lasting fulfilment. Schools must provide opportunities so that students learn to leverage their academic, social and emotional skills to achieve their personal and academic goals. Students tend to be proud of themselves, confident in their abilities and have a sense of achievement. Indeed, these feelings contribute to the enhancement of well-being. Closely. An achievement is a goal or purpose that has been achieved and an accomplishment is an initiative, or task that has been completed. This segment directly leads to social, and emotional learning skills and the well-being of the students
• Extra-Curricular Activities and Engagements: Extra-curricular activities are popularly known as four-class rooms activities just like reinforcers to apply academic skills in the context of real life. These can be the National Service Scheme (NSS), National Cadet Corps (NCC), sports club, fine arts and performing club, hobby club, eco club, Red Cross, science club, drama club etc. There must be engaging extra-curricular activities also for a happy school. Certainly! Extra-curricular activities can bring about both joyful and challenging experiences for individuals. These activities provide individuals with opportunities for personal growth, skill development, and social engagement, contributing to a well-rounded and fulfilling experience during their academic journey.
• Learning as a team between students and teachers: In a happy school framework, instructions that permit teachers to work with students as a team. When learning is paved as a team, there are chances to establish a positive learning environment. Team members under the leadership of the teacher set short-term and long-term goals. There are provisions to monitor progress, and schedule assignments and assessments. Learning as a team between students and teachers can lead to various positive and negative incidents, shaping the educational experience for both parties.
• Mental Well-being and Stress Management: Happy School framework aims to promote a supportive and inclusive work environment, including training and support for teachers and students helping those who have or are at risk of poor mental health. The "Happy School" framework is a comprehensive approach aimed at fostering a positive, supportive, and inclusive learning environment within educational institutions. This framework emphasizes the well-being and mental health of both students and teachers.
• Learner freedom, Creativity and Engagement:  There exits learner autonomy and freedom stated as learner-controlled instruction. This environment provides an opportunity for students to be creative. There are a lot of activities in the form of assignments, and assessments in the form of creative sparks that engage students for positive outcomes, Engaging assignments and assessments, designed as creative sparks, can significantly enhance student involvement, motivation, and overall positive outcomes.
• Useful, Relevant and Engaging Learning Content: There is useful, relevant and engaging content. It is purposeful in context with real-life situations. By ensuring that homework assignments encompass these characteristics, educators can make learning outside the classroom an enriching and enjoyable experience for students. Engaging and relevant homework not only reinforces learning but also contributes to a positive school environment and fosters a love for learning. n a happy school framework, prioritizing the creation and delivery of useful, relevant, and engaging learning content ensures that students are actively involved in their education. It cultivates a positive attitude toward learning, enhances academic achievement, and contributes significantly to the overall well-being and success of students within the school community.
• Fun and Engaging Teaching-Learning Approaches: Creating a fun and engaging teaching and learning environment is essential for fostering student enthusiasm and maximizing their educational experiences. For this, there must be wide opportunities to facilitate professional development opportunities and support services to the teachers. So that they will be able to provide flexible learning choices and paths for achieving quality education with a powerful approach to establishing a sense of belongingness between learner and teacher to enhance the learning experience. There must be the existence of such an environment where teachers can experiment, innovate and lead for future school leadership. By incorporating these fun and engaging teaching and learning approaches, educators can create dynamic, interactive, and stimulating learning environments that inspire students to be actively involved in their education. These approaches promote curiosity, critical thinking, and a positive attitude towards learning.
• Teamwork and Collaborative Spirit: Teamwork and a collaborative spirit are critical for achieving shared goals, solving complex problems, and fostering a positive and productive work environment. These qualities are not limited to professional settings but are also valuable in personal relationships and community involvement. These qualities encompass the ability to work effectively with others, share ideas, and jointly accomplish tasks and goals. Here are some key aspects of teamwork and a collaborative spirit as effective communication, trust and respect, shared goals, complementary skills, accountability, conflict resolution, shared resources, flexibility and adaptability, leadership and fellowship.

• Warm and Friendly Learning Environment
• Secure Environment Free from Bullying
• Open and Green Learning and Playing Spaces
• School Vision and Leadership
• Positive Discipline
• Good Health, Sanitation and Nutrition
• Democratic School Management

• Warm and Friendly Learning Environment: In essence, a warm and friendly learning environment encompasses emotional support, social cohesion, inclusivity, and relevant educational experiences. When these aspects are prioritized, students feel valued, safe, and inspired, fostering their happiness, well-being, and overall success in their educational journey.
• Secure Environment Free from Bullying: Creating a secure environment free from bullying is crucial for promoting a positive and healthy school culture. There must be bully free environment that encourages staff and students to use happiness and well-being-oriented teaching and learning practices and embraces diversity and inclusion. Teachers can take various initiatives to implement within their classrooms.
• Open and Green Learning and Playing Spaces: There must be open and green learning playing spaces. There must be provision of Good Health, Sanitation and Nutrition followed by democratic management. Open and green learning and playing spaces to enhance learner happiness and well-being. Suggested strategies include establishing relaxing and creative spaces, having a school garden, as well as making use of outdoor spaces so that learners can connect with nature while also engaging in investigative or physical learning activities.
• School Vision and Leadership: By aligning the school's vision, mottos, or slogans with a focus on happiness, and by fostering strong leadership that champions well-being, schools can create a more positive and supportive environment where students and educators thrive. These efforts can contribute significantly to a culture that values happiness as a fundamental aspect of the educational experience.
• Positive Discipline: This includes improving the visual appeal of their classrooms, adding some green learning and natural light, incorporating positive discipline and preventing bullying and other forms of harassment.
• Good Health, Sanitation and Nutrition: Good health, sanitation, and nutrition are crucial aspects of a conducive school environment that fosters happiness among students. A healthy body and mind, along with a clean and safe physical environment, create the foundation for students to engage, learn, and socialize more effectively, ultimately leading to a happier school experience. Schools should prioritize these factors to ensure the well-being and happiness of their students. These are Physical well-being, mental well-being, sanitation, a Clean and safe environment, and Nutrition. This enhances students' ability to succeed academically, which can lead to greater satisfaction and happiness in school.
• Democratic School Management: Democratic school management can play a significant role in promoting school happiness among students, teachers, and staff. The democratic approach to school management can contribute to a positive and joyful learning environment. It promotes a sense of agency, collaboration, and inclusivity among students, teachers, and staff. When individuals are actively involved in shaping their school environment and feel respected and valued, it can lead to increased happiness and overall satisfaction with the educational experience. This approach not only benefits the emotional well-being of the school community but can also lead to improved academic outcomes and a positive school culture. Inclusivity, Shared Governance, Transparency and Accountability, Empowerment and Participation are significant characteristics of democratic school management.

• https://www.unesco.org/en/education-policies/happy-schools
• https://bangkok.unesco.org/content/happy-schools-framework-learner-well-being-asia-pacific
• https://world-education-blog.org/2022/07/08/unesco-launches-global-happy-schools-initiative-in-times-of-crisis/
• https://www.rcenetwork.org/portal/sites/default/files/Happy%20Schools%20Project_CIES%20Final.pdf

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.

• Emotion Cards or Mood Meter
• Mindfulness Practices
• Strengths Assessment
• Reflection Journals
• Feedback Circles
• Emotion Check-Ins
• Self-Portrait or Collage
• Goal Setting

• Introduce daily mindfulness exercises in classrooms and staff meetings.
• Provide mindfulness training for both students and teachers.
• Create a dedicated space for mindfulness activities within the school.

• Implement regular sessions where students and teachers can map and discuss their emotions.
• Use tools like emotion charts or journals for individuals to track their emotional experiences.
• Integrate emotional intelligence lessons into the curriculum.

• Offer professional development workshops for teachers on self-awareness and self-management.
• Provide resources and support for teachers to enhance their well-being.

2. Social: Place - Happy Classrooms

• Emotion Regulation Strategies
• Goal-Setting and Action Plans
• Stress Management Techniques
• Conflict Resolution Role-Playing
• Time Management Exercises
• Self-Reflection Journals
• Anger Thermometer
• Positive Affirmations and Self-Talk
• Decision-Making Activities

• Integrate relationship skills education into the curriculum, teaching students how to build and maintain positive relationships.
• Implement peer mentoring programs to support positive interactions among students.

• Conduct awareness sessions on diversity and inclusion for both students and teachers.
• Create inclusive classroom practices that celebrate differences and foster a sense of belonging.

• Organize activities that promote compassion and empathy, such as community service projects or sharing circles.
• Implement conflict resolution programs to teach students how to manage conflicts positively.

3. Engagement; Process - Happy Environments

• Interactive Scenarios
• Student Decision-Making Committee
• Interdependence Mapping
• Community Action Project
• Collaborative Class Projects
• Happiness Literacy Programs
• Well-being Workshops
• Positive Psychology Lessons
• Parent-Teacher Events
• Partnership Fair

• Integrate lessons on responsible decision-making into the curriculum.
• Establish a student-led committee focused on decision-making within the school.

• Conduct workshops or projects where students and teachers map out the interdependence of their actions within the school community.
• Encourage collaboration between different classes or age groups to reinforce interdependence.

• Implement happiness literacy programs that educate students and teachers on the factors influencing well-being.
• Integrate positive psychology principles into the school culture and curriculum.

• Involve parents and the local community in school initiatives to create a holistic approach to a happy environment.
• Establish partnerships with organizations that support the well-being and happiness of students and teachers.

• https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/seluserguide.pdf
• https://unesdoc.unesco.org/ark:/48223/pf0000369079/PDF/369079eng.pdf.multi
• https://www.oecd.org/education/2030/2
• https://casel.org/core-competencies/11
• Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice New York: Guilford.10 CASEL. (2019a).
• Social and emotional learning: A critical appraisal. London: Sage. 4 Weissberg, R. P. (2017).
• https://www.nu.edu/blog/social-emotional-learning-sel-why-it-matters-for-educators/

• Cultivating a main supportive, safe, and inclusive school culture: This involves creating an environment where all members of the school community feel valued, respected, and supported. It entails fostering a sense of belonging and acceptance for everyone, regardless of their background or differences.
• Implementation of school-based programs involving in and out of the classroom, focusing on social-emotional learning and individual differences: Schools should integrate programs and activities that promote social-emotional skills such as empathy, self-awareness, and conflict resolution. These initiatives help students develop positive relationships, manage emotions effectively, and appreciate diversity within the school community.
• Establishing school policies that prioritize, monitor, and report on progress for all students, with a specific focus on eliminating disparities: Schools need to develop policies that prioritize the well-being and academic success of every student. This includes monitoring and evaluating student progress regularly to identify and address any disparities in achievement or access to resources. By implementing data-driven policies, schools can ensure equitable opportunities for all students.
• Ø Forming school partnerships to bring community programs and resources into the school setting: Collaboration with community organizations, businesses, and other stakeholders is essential for providing comprehensive support to students and their families. By leveraging external resources and expertise, schools can enhance their capacity to meet the diverse needs of students and create a more inclusive learning environment. These components work together to create a holistic approach to promoting mental health and well-being in schools, addressing not only academic achievement but also the social, emotional, and cultural development of students.

• o Foster a supportive, safe, and inclusive school culture that values the mental health and well-being of all individuals within the school community.
• o Promote a stigma-free environment where open conversations about mental health are encouraged, reducing barriers to seeking help.
  1. School Environment:
• Activity: Conduct a school-wide assessment to identify areas that can be enhanced to create a more positive and supportive environment.
• Implementation: Develop a plan to address the identified areas, involving students, staff, and parents in the process.
•    2. Shared Approach:

• Activity: Organize workshops and discussions to ensure that the school's approach to mental health is understood and shared by the entire community.
• Implementation: Create visual displays or campaigns around the school to reinforce the shared approach.
•     3. Policies and Procedures:

• Activity: Review existing policies and procedures to identify gaps and areas for improvement in supporting mental health.
• Implementation: Develop and communicate updated policies, ensuring they align with the overall mental health and wellbeing strategy.

2. Curriculum Integration:

•  Integrate mental health education into the curriculum, ensuring that students receive age-appropriate information and skills related to emotional well-being, resilience, and stress management.
•  Provide resources and training for teachers to incorporate social-emotional learning (SEL) practices into their lessons.
• Activity: Develop and implement a curriculum that explicitly teaches strategies for well-being to all students.
• Implementation: Encourage students to share and implement these strategies, fostering a peer-to-peer support system.

3. Student Support Services:

• o Establish and strengthen student support services, such as counseling and mentoring programs, to address the diverse mental health needs of students.
• o Create a system for early identification and intervention for students who may be experiencing mental health challenges.

1. Pupil Leadership:

• Activity: Create opportunities for pupils to take a leadership role in promoting positive mental health.
• v Implementation: Recognize and celebrate student-led initiatives, showcasing them as positive examples for others.
• School-Wide Opportunities:

1. • Activity: Plan and implement school-wide events and activities that promote well-being for all students.
   • Implementation: Evaluate the impact of these opportunities and adjust future plans based on feedback.
2. Parental Engagement:

•  Engage parents in mental health initiatives by providing resources, workshops, and information about supporting their children's mental well-being.
• o Foster open communication between parents and the school to create a collaborative approach to addressing mental health concerns.

1. Contribution to Wellbeing:
   • Activity: Engage parents in discussions and workshops to help them understand and contribute to school wellbeing.
   • Implementation: Foster a collaborative relationship with parents through regular updates and involvement in school activities
   • Information for Parents:

• Activity: Provide parents with information on practical ways to promote their children's well-being at home.
• Implementation: Develop and distribute resources, conduct workshops, and encourage ongoing communication.

1. School Support:

• Activity: Create activities that involve parents and families in promoting wellbeing within the school community.
• Implementation: Establish a parent support network and regularly evaluate its effectiveness.

5. Well-being Policies:

• Develop and implement school policies that prioritize, monitor, and report on the mental health and well-being of all students, ensuring that disparities are identified and addressed.
• Include a focus on mental health promotion in the school's mission and vision statements.

6. Community Partnerships:

•  Establish partnerships with community organizations and mental health professionals to bring additional resources and expertise into the school setting.
• Collaborate with external programs to address the broader well-being needs of students and families beyond the classroom.

1. Work with External Agencies:
   • Activity: Facilitate collaboration with external agencies to support pupil and staff wellbeing.
   • Implementation: Regularly review partnerships to ensure they align with the school's goals and are providing quality support.

1. Health Providers:

• Activity: Strengthen relationships with health providers, such as school nurses, mental health support teams, local providers, and CAMHS.
• Implementation: Ensure seamless communication and coordination between school and external health providers

7. Prevention and Awareness Campaigns:

• Conduct prevention and awareness campaigns to educate the school community about mental health, reduce stigma, and promote a positive and supportive atmosphere.
• Celebrate mental health awareness events and integrate them into the school calendar.
  1. Range of Prevention Programs:
• Activity: Identify specific needs within the student population and develop prevention programs accordingly.
• Implementation: Regularly assess the effectiveness of these programs and adapt them to address emerging needs.

1. Accessible Support:

• Activity: Provide training to staff on how to identify and support students with mental health concerns.
• Implementation: Ensure resources and support services are easily accessible, and staff are aware of how to guide students to them.

1. Review and Assessment:
2. Activity: Regularly review and assess the range of early prevention programs
3.  Implementation: Use assessment findings as the basis for planning interventions and improvements.
4. Physical Well-being Initiatives:

• Recognize the connection between physical and mental well-being by promoting physical activities, healthy nutrition, and adequate sleep as part of the school's wellness initiatives.

9. Monitoring and Evaluation:

•  Regularly monitor and evaluate the effectiveness of mental health initiatives, seeking feedback from students, parents, and staff.
• Use data to identify areas for improvement and refine strategies to better support the mental health and well-being of the school community.

1. Ethos of Wellbeing:
   • Activity: Establish rituals and routines that contribute to the implicit experience of wellbeing.
   • Implementation: Regularly assess the effectiveness of these rituals and adjust them based on feedback and changing needs.

1. Positive Interactions:

• Activity: Develop guidelines for positive interactions and communication within the school.
• Implementation: Provide training and reminders for staff and students to foster a positive environment.

1. 1.1 Understanding Happiness
2. 1.2 Theoretical Perspectives of Happiness
3. 1.3 Foundations of School Happiness
4. 1.4 Meaning of School Happiness

Very similar to Print My Blog Quick Print, but supporting Pro features. Great for making a PDF for an easy-to-read digital backup of your favorite website content.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) can be automatically converted to footnotes, left in-place, or removed
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• Page numbers in bottom-right corner, article titles in the top-right, and part titles (if using parts) appear in the top-left corner. Front-matter’s pages are numbered with Roman numerals
• Each article can optionally begin on a new page

Perfect for editing and reviewing your content! Compact to conserve paper, lots of meta-information, and double-spaced text to allow for editor’s notes.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) can be automatically converted to footnotes or removed
• Internal hyperlinks (links to content included in the project) can be automatically converted to footnotes, inline page references, or removed
• The default title page can include: Project Title, Subtitle, Site URL, Date Printed, Credit to Print My Blog
• Each article can include: Title, ID, Author, URL, Date Published, Categories and Tags, Featured Image, Excerpt, Custom Fields, Content
• Optionally automatically center images
• Optionally float images to the top or bottom of each page

Page Layout

This design is meant for printing on both sides of the page so you see two pages at once (the "page spread"). So the left-hand page will be styled differently than the right-hand page.

• Page numbers in bottom-outside corner, part titles appear in the top of the left page, article titles appear at the top of the right page. Front-matter’s pages are numbered with Roman numerals
• Each article can optionally begin on a new page

Very similar to Print My Blog Quick Print, but supporting Pro features. Great for printing your WordPress content.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) can be automatically converted to footnotes or removed
• Internal hyperlinks (links to content included in the project) can be automatically converted to footnotes, inline page references, or removed
• The default title page can include: Project Title, Subtitle, Site URL, Date Printed, Credit to Print My Blog
• Each article can include: Title, ID, Author, URL, Date Published, Categories and Tags, Featured Image, Excerpt, Custom Fields, Content
• Optionally automatically center images
• Optionally float images to the top or bottom of each page

Page Layout

This design is meant for printing on both sides of the page so you see two pages at once (the "page spread"). So the left-hand page will be styled differently than the right-hand page.

• Page numbers in bottom-outside corner, part titles appear in the top of the left page, article titles appear at the top of the right page. Front-matter’s pages are numbered with Roman numerals
• Each article can optionally begin on a new page

For creating a printout of your WordPress content that saves paper and ink.

This design uses a smaller font, small images, doesn’t add pagebreaks between articles, and avoids unnecessary extra information.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) can be automatically converted to footnotes or removed
• Internal hyperlinks (links to content included in the project) can be automatically converted to footnotes, inline page references, or removed
• The default title page can include: Project Title, Subtitle, Site URL, Date Printed, Credit to Print My Blog
• Each article can include: Title, ID, Author, URL, Date Published, Categories and Tags, Featured Image, Excerpt, Custom Fields, Content
• Optionally automatically center images
• Optionally float images to the top or bottom of each page

Page Layout

This design is meant for printing on both sides of the page so you see two pages at once (the "page spread"). So the left-hand page will be styled differently than the right-hand page.

• Page numbers in bottom-outside corner, part titles appear in the top of the left page, article titles appear at the top of the right page. Front-matter’s pages are numbered with Roman numerals
• Each article can optionally begin on a new page

Designed for a school, company, or organization that wants to include their name, logo, and colors throughout the PDF. Because of its exstensive use of colors, it’s usually best viewed from a computer or handheld device.

Features

• Easier content editing because there are no nesting parts.
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• The title page can include your organization’s name, project title, issue number, list of authors, and an introductory paragraph.
• Each article includes just its title and content

Page Layout

• The default title page includes a stylized banner (with customizable color) above a colored background featuring a large version of your company logo.
• Main matter pages fade from white to a color of your choosing in the corner where your logo and page number are shown.
• Page numbers in bottom-right corner, and article titles in the top-right. Front-matter’s pages are numbered with Roman numerals
• Each article begins on a new page
• Back matter uses your large company logo with background color

Designed to look good when viewed from a device or printing to paper. The two-column layout leads to more compact content, especially good if your content doesn’t require the full page width

Features

• Main matter is divided into two columns, while front matter uses the full page width.
• Content can be divided into parts with a special part opening area using the full page width.
• The title page can include a title and preamble. Other content can immediately follow, without needing a page break.
• Each article includes just its title and content, and an optional dividing line to help distinguish between articles.
• If your content is already divided into columns, optionally automatically remove them to improve the layout.
• Optionally begin each post on a new page, or be shown immediately following the previous one.
• Optionally have each article title take up the full page width, or show them inside columns.
• Internal links (hyperlinks to content included in the project) are replaced with page references.
• External links (hyperlinks to content on the internet) are left as-is.

Page Layout

• Most content is divided between two columns.
• Page numbers in bottom-right corner, and part titles in the top-left. Front-matter’s pages are numbered with Roman numerals

Special Instructions

Front matter defaults to using the full page width. To force something to be divided into columns, add the CSS class "mayer-columns" inside your content.

Main matter defaults to being divided into columns. To force something to use the full page width, add the CSS class "mayer-wide" inside the content.

Similar to Print My Blog Quick Print and dotEpub, but supporting Pro features. Great for printing your WordPress content as an eBook for reading from a tablet or phone, or uploading to eBook marketplaces like Amazon or Apple Book Store.

A table of contents is generated and inserted into the book (no need to add it using an external service like Kindle Direct Publishing or Calibre).

Images are bundled into the book file so they can be used offline.

Image galleries are rearranged into a simple list of images which displays better on smaller devices.

If there are any features or options you want, please get in touch.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) are left as working hyperlinks
• Internal hyperlinks (links to content included in the project) are converted into links to the appropriate page of the eBook
• The default title page can include: Project Title, Subtitle, Site URL, Date Printed, Credit to Print My Blog
• Each article can include: Title, ID, Author, URL, Date Published, Categories and Tags, Featured Image, Excerpt, Custom Fields, Content
• All images are automatically included in the ePub file (instead of merely pointing to the external image source). This makes the filesize larger, but allows users to view images while disconnected from the Internet.
• Small images are automatically centered
• Image galleries are converted into regular list of images, which look better on small screens.

Page Layout

The page design is mostly dictated by the app and device used for reading

Each article begins on a new page.

Similar to Print My Blog Quick Print's other "Classic" designs, except optimized for reading by Microsoft Word. Useful when you need to deliver your content as a Microsoft Word Document (like to an editor), or for using as an intermediate format for delivery to other applications (like for importing into Adobe InDesign).

A table of contents is generated and inserted at the requested location. Once in Microsoft Word, right click on the table of contents and click "Update Field"; or press Ctrl + A, then F9.

Images may be bundled into the Word Document file so they can be used offline or if the website hosting the images goes offline.

Image galleries are rearranged into a simple list of images which displays better on smaller devices.

If there are any features or options you want, please get in touch.

Features

• Supports nesting articles (like posts and pages) into “parts”
• External hyperlinks (links to web pages not in the project) may be left as working hyperlinks or removed
• Internal hyperlinks (links to content included in the project) may be converted into links to the appropriate page of the document, left as hyperlinks to the website, or removed.
• The default title page can include: Project Title, Subtitle, Site URL, Date Printed, Credit to Print My Blog
• Each article can include: Title, ID, Author, URL, Date Published, Categories and Tags, Featured Image, Excerpt, Custom Fields, Content
• All images are automatically included in the Word Document file (instead of merely pointing to the external image source). This makes the filesize larger, but allows users to view images while disconnected from the Internet.
• Small images are automatically centered
• Image galleries are converted into regular list of images, which look better on small screens.

Page Layout

Each article begins on a new page.

Multi-column newspaper design designed for printing. Wide images can span multiple columns and always snap to the nearest page edge to make a visually-appealing layout.

Features

• The "Title page" is actually a special header on the front page containing your publication's title, issue number, date, and other optional prominent info (set on the design and project meta settings).
• Content is divided into two, three, or four columns.
• The top margin contains the front page (publication title, issue number, date, etc.).
• Designed for duplex printing with the left page mirroring the right page's margins.
• Content can be divided into parts. Part openings and important articles' titles and cover images take up the full page width, whereas regular articles compactly fit into columns.
• Each article may include post title, ID, author, published date, categories and tags, URL, featured image, excerpt, custom fields, and content.
• If your content is already divided into columns, optionally automatically remove them to improve the layout.
• External hyperlinks (links to web pages not in the project) can be automatically converted to footnotes or removed
• Internal hyperlinks (links to content included in the project) can be automatically converted to footnotes, inline page references, or removed

Page Layout

• Issue and page number are in the outside top margin, the publication's title is in the middle top margin, and the publication date is in the inside top margin. The optional publication subtitle is underneath the other top-margin content.

Section Templates

Choose different styles for articles included in your project:

• Default Template: shows all content specified by the "Post Content" design setting (e.g. the article's title and featured image) in columns.
• Single Column: like the default template, but in a single column.
• Fullpage Content: contains only the article's content (no title, featured image, etc.) all in a single, wide column.
• Full Column Content: like "Fullpage Content", except content is still divided into multiple columns..
• Important: shows the article's featured image and title across all columns, but other content is shown in multiple columns.

Parts start on a new page and include the part’s title, featured image, and content.

Special Instructions

Note that in order to improve page layout, all images and figures snap to the nearest page edge.

"Full width" images take up all columns and snap to the nearest page edge.

"Wide width" images take up 2 columns and snap to the nearest page edge.

Add the CSS class "pmb-dont-snap" to any images you don't want to snap like this.

1. 2.1 Introduction to Happyschools Framework
2. 2.2 Conceptual Foundation of Happy Schools Framework

1. 3.1 Rationale of Social-Emotional Learning for Happiness
2. 3.2 Meaning of Social Emotional Learning
3. 3.3 Five Social-Emotional Learning Competencies
4. 3.4  Associations between Happy Schools and Social and Emotional Learning
5. 4.5 Crafting Happy Schools: Practical Strategies for Social and Emotional Learning: 

1. 4.1 Whole School Approach within the Happy Schools Framework
2. 4.2 Meaning of Whole School Approach
3. 4.3 Whole School Mental Approach Health and Well-being
4. 4.4 Meaning of Mental Health and Well-Being
5. 4.5 Mental Health and Well-Being as A Whole School Approach as a Holistic Strategy