“Gussa Kamm Aata Hai” (I feel less angry): Exploring how happiness education can be a catalyst for change.

• In Event: Transforming education through social emotional learning: Happiness curriculum, garden of listening, and empathy cultivation through storytelling

Proposal

Holistic development is fundamental for children's well-being and long-term success, encompassing physical, social, emotional, and cognitive growth. India's commitment to Sustainable Development Goal 4, with a specific focus on SDG 4.7, has spurred efforts towards inclusive and equitable quality education, particularly through social-emotional learning (SEL) interventions. The National Education Policy (NEP) 2020 is a testament to this growing recognition, emphasising the need to develop good human beings capable of rational thought and action, possessing compassion and empathy. One of the most notable interventions is the introduction of the happiness curriculum in government schools in Delhi, which aims to cultivate happiness, self-awareness, critical thinking and positive social behaviour among children.

This presentation will unveil the findings from a mixed methods study funded by the Mind and Life Institute, which investigates children’s perceptions of happiness in government schools in New Delhi. The study explores stakeholders' perspectives on SEL, the impact of the happiness curriculum, and the underlying implementation processes. A key highlight of the presentation will be the utilisation of the photovoice method, an innovative and cost-effective tool to capture children's perceptions of happiness in India. Additionally, the presentation will also shed light on the curriculum's impact on the children based on focused group discussion conducted with students studying in grades 6, 7 and 8 in government schools in New Delhi, India.

Data analysis for the photo voice method involved a participatory approach, where children were invited to analyse their photos in group discussions. These photos were then categorised into codes. The researchers also conducted thematic analysis of the focus group discussions to identify key themes and patterns in the data. The study demonstrates the effectiveness of the photo voice method in eliciting valuable insights into children's perceptions of happiness. Through the diverse narratives depicted in the children's photographs, researchers gain a deeper understanding of the emotions, thoughts, and experiences associated with happiness. This method not only generates excitement among children but also provides researchers with profound insights into their lived realities. Preliminary findings from the group discussion indicate that children exposed to the happiness curriculum experience positive impacts, with a notable reduction in anger ("Gussa Kamm Aata Hai") being a common effect.

Overall, this study underscores the transformative potential of happiness education in Indian government schools, emphasising its role in fostering holistic learning. By delving into children's perceptions of happiness through the innovative photo voice method, the study contributes to a comprehensive understanding of children’s perspectives and experiences. The happiness curricula draws on the Indian philosophies of Madhyasth Darshan, CASEL (2003) model, clover model (Noam & Triggs, 2018) and Social Emotional and Ethical learning (2019) conceptualizes four pillars of discovery of the self, other, society and nature along with three dimensions of emotional awareness and regulation, prosocial relations and developing a sense of purpose. The implications of this research extend beyond India, serving as an invitation to explore similar participatory research methods to gain insight into children's perspectives on personal growth and change.

Authors

• Jwalin Nishith Patel, Together In Development & Education (TIDE) Foundation

• Mansi Nanda, TIDE Foundation

• Seema Nath, Ummeed Child Development Center