Teaching happiness as a school subject demonstrates that happiness in the sense of self-contentment and well-being can be trained and that personal responsibility may contribute to one’s sense of happiness. The subject was first taught in the 2009 summer semester in 2 elementary schools, 2 comprehensive schools, 1 grammar school, and 1 institution of higher education. As of 2010, all Styrian schools were eligible to apply for the project. Subsequently, the number of “happiness” schools has grown to 96.
In the 2009 winter semester, a research project at the University of Teacher Education Styria was initiated to support the development of content and the implementation of the school subject in 6 Styrian pilot schools as well as the study of its effects on students, parents, and teachers. The research question focused on whether self-confidence and self-development of students can be improved by introducing and teaching this subject. Consequently, inhibitive as well as helpful criteria and measures, which were taken in order to implement happiness as a school subject, were analyzed. The research team also dealt with the topic of useful support structures that would be needed to install and develop the subject at schools. Mixed methods (case studies, quantitative as well as qualitative questionnaires, interviews with teachers and parents, and subjective observations) were applied.
In summary, the results showed that the school subject happiness has positive effects on students between the ages of 6 and 18:
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