How can school become a happy place?
When I was 14, I suffered from exam nerves. I was afraid of making mistakes and was unsure about my chances at school and at work. I often worked until two o'clock in the morning to perfect my homework and prove myself. My fear of failure contrasted with the fun I had with my peers.
I remember a teacher calling me up to the blackboard to solve a chemical formula. I didn't know the answer, but my friend Alexandra slipped me a piece of paper with the answer. I was so grateful to her. And this experience made me feel accepted in the class. Events like this showed me that you can often experience positive things even in unpleasant moments at school. Since then, in my research work, I have repeatedly come across how positive relationships are the key for children to overcoming many difficulties at school. This is especially true for relationships with peers like my friendship with Alexandra.
My experiences at school have helped me to recognise the importance of wellbeing at school.
My own school experience has made me realise how important wellbeing is in school. In my work as an early childhood educator and teacher, I saw how pupils' wellbeing is a key driver of their learning. And because I wanted to understand how to make school a place that meets children's needs, I became an educational researcher. Today, I study how a focus on wellbeing in school can contribute to positive teaching. This means that we need to consider not only students' learning success, but also their emotional and social development.
My research was partly inspired by the 2016 UNESCO report «Happy Schools: A Framework for Learner Well-being in the Asia-Pacific» published in 2016. The report contains an extensive literature review and is based on research such as workshops with schools, a survey and a seminar. It includes the voices of stakeholders such as students, parents, teachers, school leaders and school support staff, as well as the general public. Research has identified three factors that are crucial for a happy school: People, Process and Place (3 Ps: People, Process, Place). When these three factors are right, teaching and learning are enjoyable and fun.
Creating a happy school
The first factor, people, deals with social relationships at school. According to the report, friendships and relationships within the school community are the most important components of a happy school. Positive and supportive relationships at school encourage students' motivation and interest in school, as well as their pursuit of academic and social goals.
The report suggests encouraging pupils to engage in discussions to promote empathy and understanding. For example, they could analyse a story from different perspectives. Schools can also cultivate positive values, attitudes and behaviours in the classroom and through group work. Respect for diversity and differences can be promoted, for example, through discussions about different cultures and backgrounds or about the benefits of working together.
The second factor, processes, relates to teaching and learning methods that improve children's well-being. Using exciting content from everyday life will make teaching and learning more enjoyable for both teachers and pupils. Wellbeing is improved when mistakes are recognised as part of the learning process, when learners are encouraged to ask questions and when they receive positive feedback. Schools can also implement wellbeing programmes or introduce mindfulness meditation for students and teachers.
The third factor, places, concerns the physical environment and school atmosphere. Schools can promote happiness by creating a safe and friendly environment without bullying that emphasises gratitude and kindness. The school bell can be replaced by music. Learning and play can take place outside in a green environment that promotes a connection to nature.
We are all collectively responsible for driving the culture of a thriving and happy school.
This evidence-based model emphasises the fact that student wellbeing is influenced by a range of factors at different levels. Many school systems have recognised that wellbeing is an important part of the school experience, as important as academic achievement. Promoting wellbeing, as well as traditional academic skills, is a complex process to which learners, teachers, schools and society must contribute. In the face of global change, uncertainty and the pressures of an ever-changing world, we are all collectively responsible for advancing the culture of a thriving and happy school.
The restrictions of the Covid-19 pandemic have made it more difficult than ever to realise these three factors. School closures have left some students with poor internet connections, limited access to digital technologies and minimal interaction with teachers and classmates. In many cases, this led to a loss of interest and motivation to learn. The impact of the pandemic on children's lives and wellbeing is likely to be profound and long-lasting.
There is no simple recipe for transforming the character and atmosphere of a school to make it feel like a home. And it is not always possible to transform these two elements. But I firmly believe that any effort, no matter how small, to promote happiness and well-being among students can make a difference.
A start would be to value cultural and linguistic differences in the classroom; promote holistic learning that focuses on emotional, intellectual and social development; give students the freedom to express themselves and integrate simple positive activities such as showing gratitude into lessons. With the goal of creating a happier and more caring society, small steps taken now can have a big impact later.
This text first appeared in English on BOLD - Blog on Learning and Development.
