Role of schools in keeping children happy…

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Schools can play an important role in development and improvement of Happiness Index of schools. Let’s see how.


India is presently slated to be in 122 positions in the Happiness Index among countries all over the world. Schools should play a major role in the development and improvement of the Happiness Index. The Reports highlight that “in rich countries, the biggest single cause of misery is mental illness.” The Schools should focus on the development of Happiness Index as it is based on GDP per person. Schools should check the healthy life expectancy, social support during times of difficulty, freedom to make their life’s choices, and sense of how corrupt their society is, build positive relationships with children and families, design and organise the environment, plan a daily schedule and implement daily routines, establish the ‘rules’ in collaboration with children and families, provide experiences that promote children’s engagement, individualize experiences to meet the needs of each child and provide encouragement and precise feedback to children.

Defining happiness…

Happiness can be further divided into at two levels, at the level of individuals and at the level of collectivities. At the individual level, providing information, training, and guidance for individual citizens can enhance happiness. This approach is particularly useful in modern nations, where the collective conditions are typically so good that most of the variance in happiness is due to individual differences.

At the level of collectivities, improving the livability of institutional settings such as schools, work organizations, and old age homes can increase happiness. Improving the livability of society at large, such as by providing a decent standard of living and a climate of trust can also create greater happiness.

Measures of happiness…

Four measures of happiness in nations can be derived from the responses:

  1. Average Happiness,
  2. Happy Life Years,
  3. Inequality of Happiness and
  4. Inequality Adjusted Happiness.

All four of these measures reveal wide differences across nations and considerable gains over time. It is important to understand, regulate and express emotional form and secure satisfying relationships by exploring and discovering the environment and the world around them.

How schools can develop right attitudes…

Schools can play a significant role in developing right attitudes in these areas:

  1. Interactions with each child will lead to a warm and responsive and build trusting relationships.
  2. Each child is supported to feel secure, confident and with a complete fraternity.
  3. Each child is supported to work with, learn from and help others through collaborative learning opportunities.
  4. Each child is supported to manage their own behavior, respond appropriately to the behavior of others and communicate effectively to resolve conflicts.

Use and management of time….

It is seen that management of time goes a long way in keeping children happy. Schools can attribute to the following attitudes:

  1. Curriculum decision-making contributes to each child’s’ learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
  2. Every child is supported to participate in the program.
  3. Each child’s agency is promoted, enabling them to make choices and decisions and to influence events and their world.

Assessments for happiness…

Following assessment can be developed by schools for assessment:

Self-awareness– to what extent am I happy and content, What can I do about it?

Positive Thinking– removing or dealing with negative thoughts and learning how to see opportunity and not just threats.

Visualisation– using your head to envisage opportunity and the positives.

Anxiety Control– dealing with panic moments and big setbacks.

Attentional Control – learning to focus on what is important and maintain that focus.

Goal setting– prioritizing, planning and organization so that I can achieve.

Promoting cultural diversity and resilience in schools….

Happiness provides a broader measure of well-being than separate accountings of income, health status, and the quality of the social context, we find that inequality of well-being provides a broader measure of inequality than measures focusing on the distribution of income and wealth. After documenting a general rise in the inequality of happiness, we present preliminary evidence that countries with an equal distribution of well-being have higher average life evaluations. This, in turn, invites broader discussions about the policies that might improve the levels and distribution of well-being within and among countries.

Towards happiness…

The happiness of a great number is apparently possible in modern society and as is greater happiness. It is as yet less clear how this can be achieved; the available data suggest that most gains can be made by implementing policies that focus on freedom and justice. Economic growth is not likely to add much to happiness and neither is a reduction in income inequality or greater social security in affluent nations.

Subjective well-being encompasses three different aspects: cognitive evaluations of one’s life, positive emotions (joy, pride), and negative ones (pain, anger, worry). While these aspects of subjective well-being have different determinants, in all cases these determinants go well beyond people’s income and material conditions. All these aspects of subjective well-being should be measured separately to derive a more comprehensive measure of people’s quality of life and to allow a better understanding of its determinants (including people’s objective conditions). National statistical agencies should incorporate questions on subjective well-being in their standard surveys to capture people’s life evaluations, hedonic experiences and life priorities.