Teaching happiness and well being to school children

The recent “Happiness Curriculum” in the schools of Delhi government signals a welcome concern with children’s well being. To craft a joyful surrounding for education, many countries recently have come up with development policies with happiness as one of the specific goals of their education or have included components related to happiness in the policy framework.

Students face a lot of issues over all over the world from exam pressure, peer pressure, depression or other psychological or economic issues. And this is not a specific phenomenon to India. Students are unnecessary subjected to undue pressure to score high marks or grades to do so suicide becomes a way off.

 Here the question arises, how joyful and contended are the school children within the school or the   education system?

 School is a place that provide  an environment where students not only learn academically, but also focus in the all round development and it has a great impact on his or her future life. Therefore, it is imperative to create a happy environment from early childhood days in all the schools of India.

Studies show that India ranked 122 out of 155 countries evaluated as per the World Happiness Report 2017. Bhutan is renowned for its Gross National Happiness Index (GNHI)launched in 2010.This is an index that measures various aspects of education and psychological well being .keeping this in view the  “Happiness Curriculum”  was launched on 2nd July 2018 for all students studying in Delhi Government Schools up to class 8 .This most positive development seeks to spread the message that education is to make learning a” source of happiness”, create an atmosphere where children are happy ,confident , self- contented and self- aware and doing so, will help children to learn how to negotiate with the apparent failure in life.

 We all want our children to be happy, healthy and confident but schools only focus on achievement, discipline and academic skills. These are definitely important but also important are the positive mental health outcomes.

Following the guidelines of NCF (NCERT, 2005) a ‘Happiness Curriculum” committee of 41 members have designed the happiness curriculum. The entire curriculum is purely activity –oriented and there is no formal examinations conducted on it. However, a periodic assessment of children's  progress will be made using a  “Happiness Index “ .The curriculum includes an assortment of activities like, meditation joyful exercises, indoor games, storytelling, group discussions ,skits, individual and group presentations ,activities of rapport building and teamwork. A regular period is dedicated to the happiness classes. The nursery children are taught to focus on their emotions, whereas, the older ones are taught to develop  the feelings of trust ,respect ,gratitude ,care and affection. Teaching mindfulness has become an important aspect of the teaching learning situation all over the world. .Students are introduced to mindfulness through various activities----- mindful breathing, mindful listening, mindful seeing ,mindfulness of thoughts and mind full body stretching .Such activities helps the students---

·         Gain sustained attention for a longer period of time.

·          Increases their academic performance, emotional stability and sustained happiness.

·          Lessens anger/ hyperactivity and develops a sense of empathy.

·          Helps to develop the power to live in the present.

·          Develops clear thought and decision making process.

 Indeed a good initiative, as there is a need to develop awareness, mental well being and happiness amongst all children in schools. Teachings of Positive Psychology should be implemented in all classrooms and while doing so teachers burden should be taken into account. As a happy teacher or teacher well being can modify the emotional and academic outcomes of their students.