In a previous piece, I discussed the role of happiness as one of the purposes of education and argued that we can learn how to improve our well being. Even though it is not possible to teach how to be happy in a prescriptive way, research has found patterns that show the influence on how we feel about ourselves. Awareness about these scientific findings can assist us in changing some mindsets and behaviors for the better. But should K-12 schools consider using the science of happiness in their curricula?
There are two compelling arguments in favor of addressing the topic in schools. The first one is student performance; a meta-analysis found that, overall, happier students tend to do better in school. Other studies show that happiness-related factors, such as the quality of relationships with colleagues and teachers, also play a role in performance. The second argument is well being itself. Research shows that the most important predictor of adult life satisfaction is emotional health, both in childhood and subsequently. So if a curriculum manages to have a positive influence on children’s life satisfaction, this should already be a good reason to consider implementing it.
Even though the positive effects of student happiness on performance and overall quality of life are straightforward to detect, there is less clarity about whether delivering happiness-related content can actually boost students’ well being. So far, there is little research on how a change in curriculum might cause an improvement in life satisfaction and academic achievement. However, a set of experiments in schools in Mexico, Peru, and Bhutan, has shown some positive results. Students were randomly assigned to two different types of classes: in the first one, well-being skills were included as a component of their curriculum; whereas the second did not experience any change in curriculum. The research showed that students in the first group reported higher levels of personal well being than the second group. They also performed significantly better on standardized national exams.
The experiments in the three countries were tailored to the local contexts, yet the core components were similar: “mindfulness (awareness of thoughts, emotions, and surroundings); empathy (identifying what other individuals are feeling or thinking); self-awareness (understanding of personal talents, strengths, limitations, and goals),” among others.
Further trials need to emerge to shed more light on this question. Public education systems have developed their own approaches. In New Delhi, India, since July 2018, a hundred thousand public school students spend the first half-hour of each school day learning through inspirational stories and activities and doing meditation exercises.