Happy Schools Campaign

5.1    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

5.2    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

5.3    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