Happiness in education from the lens of children: Photovoice of students in government run schools in India

Abstract

There is a growing emphasis on integrating various aspects of learning to live together, social and emotional learning, emotional intelligence, global citizenship education, education for sustainable development, peace education, and human rights education into education, particularly in the Global South. Existing frameworks underscore the need for holistic development, yet very few studies focus on capturing children's perspectives on happiness in educational settings. This study explores children's perceptions of happiness within the educational context of government-run schools in India, using a qualitative approach. Employing photovoice method, the study engaged 54 students from six schools, capturing their insights through photographs and discussions. The findings highlight three central themes: connectedness to self, others, and the society. Children expressed happiness through self-awareness activities, supportive relationships with peers, teachers, and parents, and a sense of social responsibility, particularly in environmental stewardship and inclusivity. These insights emphasise the importance of social and emotional learning and the integration of happiness curricula, particularly in the Global South, where educational frameworks are increasingly acknowledging holistic development. The study underscores the need for educational practices that foster reflection, empathy, and community engagement, aligning with broader global educational trends. The research contributes valuable perspectives to the discourse on happiness in education, particularly in under-resourced settings, advocating for policies that prioritise well-being alongside academic achievement.

Impact statement

This research offers groundbreaking insights into children's happiness in education, emphasising the need for holistic development in under-resourced contexts. Through the innovative use of photovoice, 54 children from Indian government schools revealed that happiness stems from self-awareness, strong relationships, and a sense of social responsibility. These findings challenge conventional education systems that focus solely on academic achievement, urging policymakers and educators to prioritise emotional well-being, relationship building and community engagement. In regions like the Global South, where education reform is critical, this study makes a compelling case for integrating social and emotional learning into curricula to foster resilient, empathetic global citizens.