Happy School Recognition Campaign 2025 – 2026
Happy School Recognition Campaign
1.INTRODUCTION
In an era of constant challenges and rapid change, education is more than just the transfer of knowledge. It also carries the mission of nurturing students’ happiness and holistic well-being. Various studies and surveys in Hong Kong show that students often face academic pressure, fast-paced lifestyles, and emotional stress, which impact their motivation and overall wellness. The World Happiness Report also places Hong Kong in the middle tier globally, highlighting the urgency of enhancing happiness in schools.
Happy Schools aim to create safe, respectful, and supportive environments where students develop a strong sense of belonging, engagement, and resilience, enabling them to adapt and grow in the face of future challenges.
Following the success of the past three editions, the Chief Happiness Officer Association and Wofoo Social Enterprises jointly organize the Happy School Recognition Campaign 2025-2026. Guided by UNESCO’s Global Happy Schools Framework and the PERMAV well-being model, the campaign focuses on three dimensions — people, process, and place — to help schools establish a people-centered, positive, and inclusive educational ecosystem.
The campaign includes:
- Professional Assessment Tools
- Engagement of Principals, Teachers and Parents
- Recognition Ceremony and Experience-Sharing Platforms
Happiness is not merely a destination but the pathway to a brighter, more fulfilling future for all. Through participation, schools can not only promote holistic student development and happiness but also work with communities to share positive “Hong Kong education stories” with the world.
2.Objectives
- Reflect on how the school implements the Happy School concept in its culture, policies, and daily operations
- Honor schools that demonstrate tremendous effort in driving well-being, happiness and wellness in the school community
- Promote the holistic development and emotional well-being of students by creating positive learning environments that foster happiness and wellness, engagement and success
- Advocate for the integration of happiness and wellness in educational policies and practices
- Establish an active exchange of best practices among the awarding schools and the community
3.BENEFITS TO SCHOOLS
- Recognize the school’s commitment to promoting happiness and wellness, well-being, and a positive learning environment
- Enhance the school’s reputation locally and regionally and position it as a leader in fostering a happy schools approach
- Acknowledge the school community’s collective efforts in creating a happy and supportive learning environment
- Showcase the school’s dedication to holistic education and attract attention from prospective students, parents, and community members
- Measure the effectiveness of school happiness strategies and track improvements through credible survey
- Attain opportunities for knowledge exchange, sharing of best practices, and collaborative initiatives aimed at further advancing the well-being, happiness and wellness of students
4.DEFINITION OF HAPPY SCHOOL
The United Nations Educational, Scientific and Cultural Organization (UNESCO) conceptualizes “Happy Schools” as spaces within the entire school community that support students’ learning and healthy development, enabling students to build well-being and experience joy in their daily lives. Essentially, happy schools are places that bring together various conditions that allow school community members to demonstrate school quality and positive attitudes to support students’ lifelong learning. These school conditions encompass multiple dimensions, including collaboration, communication, understanding, empathy, motivation, engagement, curiosity, resilience, and empowerment.
Happy schools cultivate both “happiness in learning” and “happiness for learning” – “happiness in learning” refers to making joy an integral part and core objective of the learning process itself, while “happiness for learning” refers to using well-being as a means or tool to enhance learning experiences and outcomes.
This translation aligns with UNESCO’s official framework and maintains consistency with the terminology used in their 2024 global report on happiness in and for learning.
Happy Schools nurture both happiness in learning and the happiness of learning:
- Happiness in learning refers to making joy an indispensable and central part of the learning process itself
- Happiness of learning refers to using happiness as a means to enhance the learning experience and improve outcomes
5.FRAMEWORK OF HAPPY SCHOOL RECOGNITION CAMPAIGN
With reference to the Global Happy Schools Framework of United Nations Educational, Scientific and Cultural Organization (UNESCO) and considering the local culture, current school situation as well as the education system, CHOA adopted the Happy Schools Framework and embedded the PERMA-V Theory – Positive emotion, Engagement, Relationships, Meaning, Achievement and Vitality – to design the Happy School Survey for use in Hong Kong. The purpose of this survey is to provide a comprehensive reference index reflecting the current status of Happy School in Hong Kong.
The framework comprises two core components:
- Happy School Implementation Assessment
A comprehensive review of a school’s alignment with the Happy Schools principle, as well as its implementation across the three necessary dimensions -people, process, and place:
A0) Happy Schools Principle
- Not at the expense of academic priorities
- Provide students with better learning experiences
- Encourage school-wide culture of learning, creativity, and innovation
- Promote trust, tolerance, and cooperation between school community members
- Respect for diversity and difference
- Commitment to rigor, engagement, and joy in all learning space
A1) People – refer to all human and social relationships among members of the school community and is considered to be particularly important among the 3 categories
- School leaders include the happiness of the school community as a factor in monitoring system success
- School leaders promote school-wide positivity and growth mindsets
- School leaders coach, collaborate with, and allocate planning time to teachers to create happy learning environment
- Teachers invest in empathetic relationship-building with students
- Teachers share personal happiness with students
- Teachers believe in the potential of each student
- Teachers build partnerships with parents
- Students feel a sense of belonging at school
- Students engage in peer learning and school activities
- Parents pursue partnerships with teachers based on listening, understanding, and sharing knowledge
- Parents sustained engagement in students’ learning
- School and community work together to prioritize happiness at school
A2) Process – encompass teaching and learning methodologies that can enhance students’ sense of well-being, and gain non-academic skills and competencies
- The workload of the school for students is manageable
- The assessment at school can mitigate students’ stress
- Innovative pedagogies and assessment strategies are used at school
- The school provides students with learning experiences that promote curiosity, inquiry, and creativity
- The school provides students with learning content that fit the local culture and, at the same time, globally conscious
- The school has a feedback mechanism for students to receive the teacher’s opinions and comments timely
- The school allows students to manage stress and emotions through self and communal reflection
- There are regular celebrations of peer achievement at school
- Students have freedom of choice for a personalized teaching and learning experience at school
- The school provides students with extracurricular activities, sports and arts activities and a variety of school events
A3) Place – refer to contextual factors that include the physical environment and the school atmosphere
- Teachers and students have personalized school spaces
- The school provides multi-functional learning spaces that enable physical and pedagogical flexibility
- The school adopted principles of Universal Design for learning, e.g. including disability access
- The school maintains healthy, environmentally sustainable physical conditions, considering lighting, temperature, noise, ventilation, furniture comfort, nutrition, etc
- The school provides safe, engaging, interactive digital and hybrid learning environment
- Use of communal outdoor space for unstructured learning activities
- Use of school as a community learning and social center
B. Stakeholder’s Happiness Self-Assessment
It adopts the PERMA-V well-being theory in positive psychology, which evaluates stakeholders’ happiness through six key elements: Positive Emotion, Engagement, Relationship, Meaning, Accomplishment, and Vitality. Stakeholders’ happiness plays a crucial role in building a happy school. Every stakeholder plays a pivotal role, and their happiness influences one another, collectively shaping a positive and caring school culture.
Happiness of School Management:
Happy school leaders are more effective in addressing challenge and in formulating motivated and creative school policies. They are also better at fostering a supportive environment that promotes the happiness of both teachers and students, strengthening the school as a place that nurtures lifelong learning.
Happiness of Teachers:
Teachers’ happiness are essential for fostering a joyful and collaborative learning environment. Healthy and motivated teachers inspire students by bringing positivity into lessons, designing engaging and innovative learning experiences, and instilling a love for learning. Research highlights that teachers are the most significant influence on students’ achievement, sense of belonging, satisfaction, and overall flourishing. Teachers who feel supported and valued are more effective in building strong teacher–student relationships, directly enhancing both learning outcomes and student happiness.
Happiness of Parents:
Happy parents are more willing to participate in school activities and support school policies, strengthening home–school collaboration. Parents’ happiness directly affects their children’s emotions and behavior, which in turn impacts the overall school atmosphere. The Education Bureau’s Parent Education Curriculum Framework notes that family members significantly influence one another’s emotions and behaviors. Parents’ physical and mental health are crucial to maintaining a healthy marriage and parent–child relationships, which affect the overall functioning and harmony of the family system. In addition to parenting, parents may face personal stress and challenges that impact their overall happiness. Balancing multiple roles, including family, childcare, and work, often makes it difficult for parents to prioritize self-care. However, it is important for parents to recognize its significance. Neglecting self-care can increase stress and reduce their ability to provide timely and effective support to their adolescent children. Therefore, parents should pay attention to their own physical and mental health and actively engage in self-care activities.
Stakeholder happiness forms the foundation of a happy school. When school management, teachers, and parents all experience high levels of happiness, they create a powerful positive cycle. Strong collaboration and mutual support between stakeholders build a safe, caring, and positive learning environment. This, in turn, fosters a school culture that is interactive, filled with a sense of belonging, and rich in positive energy.
B1) Positive Emotion
- How often do you feel joyful?
- How often do you feel positive?
- To what extent do you feel content?
B2) Engagement
- How often do you become absorbed in what you are doing?
- To what extent do you feel excited and interested in things?
- How often do you lose track of time while doing something you enjoy?
B3) Relationship
- To what extent do you receive help and support from others when you need it?
- To what extent have you been feeling loved?
- How satisfied are you with your personal relationships?
B4) Meaning
- To what extent do you lead a purposeful and meaningful life?
- To what extent do you feel that what you do in your life is valuable and worthwhile?
- To what extent do you generally feel you have a sense of direction in your life?
B5) Accomplishment
- How much of the time do you feel you are making progress towards accomplishing your goals?
- How often do you achieve the important goals you have set for yourself?
- How often are you able to handle your responsibilities?
B6) Vitality
- How often do you feel alive and vital?
- How often do you feel full of energy and spirited?
- How often do you feel lacking in energy?
- How often do you feel alert and awake?
- How often do you look forward to each new day?
- To what extent are you able to balance work and life without feeling drained?
B7) Health
- In general, how would you say your health is?
- How satisfied are you with your current physical health?
- Compared to others of your same age and sex, how is your health?
B8) Negative Emotion
- How often do you feel anxious?
- How often do you feel angry?
- How often do you feel sad?
- How lonely do you feel in your daily life?
B9) Overall Happiness
- Taking all things together, how happy would you say you are?
6.Happy School Recognition Campaign Advisory Panel Members
Co-Chairperson
- Ms. Mary Suen, Founder and Executive Chairperson, Chief Happiness Officer Association
- Ms. Christina M. Lee, JP, Executive Director, Wofoo Social Enterprises
Honorary Advisors
- Mr. Dion Chen, MH, Chairman, Hong Kong Direct Subsidy Scheme School Council
- Dr. Sylvia Chan, MH, Principal, Ying Wa Primary School
- Dr Cheung Chok Fong, Chairperson, Subsidized Primary School Council
- Hon. Chu Kwok-Keung, Legislative Council Member, Legislative Council of The Hong Kong Special Administrative Region (Education)
- Professor Simon Ho Shun-man, President, The Hang Seng University of Hong Kong
- Professor Chuk-Fai Kwan MH, JP, Professor of Practice, Hong Kong Polytechnic University
- Dr. the Honorable Lam Ching-Choi, GBS, JP, Non-Official Member, Executive Council of The Government of the Hong Kong Special Administrative Region
- Mr. Andrew LAM Siu-Lo, SBS, JP, Chairman, Wofoo Social Research & Advocacy Steering Committee
- Professor John Lee Chi-Kin JP, President, The Education University of Hong Kong
- Dr. June Leung, Founder, Uplift Educational Charity Foundation Limited
- Mr. Lo Wai Shing Raymond, MH, Principal, Evangel College
- Dr. Thomas Man, Chief Education Officer, The Chinese YMCA of Hong Kong
- Dr. Elizabeth Quat, SBS, JP, Legislative Council Member, Legislative Council of The Hong Kong Special Administrative Region
- Dr. Cecilia Tam, Administration Manager (Research Studies), City University of Hong Kong – Chow Yei Ching School of Graduate Studies
- Dr. Tik Chi-Yuen, SBS JP, Co-Chair, HK.WeCARE
- Dr. Jimmy Wong, Executive Director, The Hong Kong Academy for Gifted Education
- Hon. Chiu Duncan, Legislative Council Member, Legislative Council of The Hong Kong Special Administrative Region (Technology and Innovation)
- Professor Karen Cheung, President, UNESCO Hong Kong Association
Listed in alphabetical order by English surname
7.Campaign Eligibility
Happy Schools Recognition Campaign 2025-2026 is open to all kindergartens, primary schools and secondary schools in Hong Kong. The schools are encouraged to share their practices and remarks on their “Happy Schools” execution and nominate principal, teachers and parents to complete the survey checklist.
The minimum number of survey checklists to be submitted is determined based on the school’s total number of students as outlined below. Schools are encouraged to submit more than the minimum requirement, with no upper limit.
- For schools with 150 students or fewer: nominate 1 principal, 5 teachers, and 10 parents
- For schools with 151–300 students: nominate 1 principal, 10 teachers, and 20 parents
- For schools with more than 300 students: nominate 1 principal, 15 teachers, and 30 parents
8. Award Category
8.1 Star Award
- It serves to recognize the schools that can demonstrate their strength across three categories of Happy Schools Framework: People, Process and Place
- Schools that achieve 80% or above in the Happy Schools Survey will be granted the Star Award
8.2 Special Awards
A number of Special Awards will also be granted to the schools with outstanding showcases in different individual areas:
- Joyful Campus Award – measures whether the participating school can create a learning environment suitable for a Happy School, encouraging active student participation in learning and fostering positive emotional development
- Enthusiastic involvement in Learning Award – measures whether the participating school can engage and motivate students in learning and other activities. The measurement also consider the engagement of other stakeholders in students’ learning
- Supportive Bonds Award – measures whether the participating school and stakeholders can actively support student learning, foster positive, rewarding relationships, and ensure effective communication and connection
- Growth and Diversity Award – measures whether the participating school respects cultural diversity and individual differences, engages with various communities, and helps every student recognize their goals, grow continuously, and develop a meaningful life
- Inspiring Potential Award – measures whether the participating school can cultivate and evaluate students’ abilities in multiple areas, beyond academics, inspiring their full potential and helping them achieve outstanding accomplishments
- Diverse Vitality Campus Award – measures whether the participating school can create a lively, dynamic campus, offer rich and diverse learning experiences, and support students in balancing academics and life to maintain enthusiasm for learning
9.Campaign Schedule
| Activities | Date |
| Enrollment to Happy School Recognition Campaign 2025-2026 | 25/08/2025 – 13/03/2026 |
| Happy School Recognition Campaign 2025-2026 Online Briefing | 12/09/2025; 4pm (TBC) |
| Deadline for Survey Submission for Happy School Recognition Campaign 2025-2026 (Round 1) | 14/11/2025 |
| Result Announcement for Happy School Recognition Campaign 2025-2026 (Round 1) | 21/11/2025 |
| Happy School Recognition Campaign 2025–2026 School Activities and Workshops | 11/2025 – 07/2026 |
| Deadline for Survey Submission for Happy School Recognition Campaign 2025-2026 (Round 2) | 30/01/2026 |
| Result Announcement for Happy School Recognition Campaign 2025-2026 (Round 2) | 06/02/2026 |
| Deadline for Survey Submission for Happy School Recognition Campaign 2025-2026 | 31/03/2026 |
| Result Announcement for Happy School Recognition Campaign 2025-2026 (Round 3) | 13/04/2026 |
| Happy School Recognition Campaign 2025-2026 Award Presentation Ceremony | 05/2026 (TBC) |
10.Participation Fee
- Participation fee for Kindergartens: $800
- Participation fee for Primary Schools & Secondary Schools: $1,800
- The participation fee covers TWO free seats at the Award Presentation Ceremony
- Additional ticket fee and arrangement of Award Presentation Ceremony will be shared after result announcement
- The participation fee can be settled upon or within 2 weeks after enrollment submission through the following methods:
i. Bank Transfer in HKD to | |
Bank | Bank of China (Hong Kong) Limited |
Beneficiary | CHIEF HAPPINESS OFFICER ASSOCIATION LIMITED |
Account No. | 012-802-2-014682-4 |
Remarks | Please mark your account number / name on the pay slip & email the pay slip to: happyschool@choassociation.org or WhatsApp @ 6263 6263 |
ii. By FPS | |
Bank | Bank of China (Hong Kong) Limited |
FPS Identifier | 100900554 |
Remarks | Please email the FPS record to : happyschool@choassociation.org or WhatsApp @ 6263 6263 |
iii. By Cheque | |
Cheque payable to | CHIEF HAPPINESS OFFICER ASSOCIATION LIMITED |
Remarks | Please mail a crossed cheque to: Unit 2112, 21/F, The Star, 18 Yip Shing Street, Kwai Chung, New Territories. |
11.Judging Process
| Judging Process | Details |
Part 1 Enrollment Form Submission |
4 November 2025 for Round 1 20 January 2026 for Round 2 20 March 2026 for Round 3
|
Part 2 Happy School Survey Checklist Submission |
14 November 2025 for Round 1 30 January 2026 for Round 2 31 March 2026 for Round 3
For schools with 150 students or fewer: nominate 1 principal, 5 teachers, and 10 parents For schools with 151–300 students: nominate 1 principal, 10 teachers, and 20 parents For schools with more than 300 students: nominate 1 principal, 15 teachers, and 30 parents
Kindergarten: K1, K2, and K3 Primary School: P1–P2, P3–P4, and P5–P6 Secondary School: F1–F2, F3–F4, and F5–F6 |
12. Enquiries
- Ms. Mary Suen, mary@choassociation.org or Whatsapp at 9608 8888
- Happy School Campaign Secretariat, happyschool@choassociation.org or Whatsapp at 6263 6263
- CHOA Website, https://choassociation.org/zh-hant/