Seeking happiness by finding purpose
How can we find meaning and purpose when our lives are so busy in school? Frances Robertson provides us with some insights.
Finding Purpose
When working in schools it is so easy to think about ensuring the staff are happy, the children are happy and that the parents are happy. It may even be that some leaders are also trying to ensure the Governing body is happy. Many parents will say "providing they are happy" when talking to teachers at parent evenings and meetings. You may find yourself thinking, " I just want to be happy".
Key Takeaways
- Prioritising the cultivation of purpose over the pursuit of transient happiness significantly strengthens learner and staff wellbeing and resilience within school communities. Research indicates that a sense of meaning and contribution provides a more enduring foundation for psychological health than fleeting positive emotions (Seligman, 2011). By embedding purpose-driven learning and activities, schools can equip learners with the intrinsic motivation and coping strategies needed to navigate challenges effectively.
- Expanding learners' emotional vocabulary beyond basic 'happy' or 'sad' labels is fundamental for developing self-awareness and improving behaviour management. A richer lexicon for emotions enables learners to accurately identify, understand, and articulate their feelings, which is a cornerstone of emotional intelligence (Goleman, 1995). This precision supports better emotional regulation and more constructive responses to challenging situations, fostering empathy and stronger relationships.
- Involving learners directly in the co-creation of school values fosters a deeper sense of ownership, belonging, and commitment to positive community norms. When learners actively participate in defining the principles that guide their school, these values become internalised and meaningful, rather than externally imposed (Lickona, 1991). This collaborative approach cultivates a shared understanding of expected behaviours and strengthens the moral fabric of the school environment.
- Effective school leadership is pivotal in transitioning from a happiness-centric model to a purpose-driven culture, requiring explicit integration into all aspects of school life. Leaders must champion and model the search for purpose, ensuring it is woven into curriculum design, staff development, and daily interactions to create a coherent and meaningful educational experience (Fullan, 2001). This strategic focus helps both staff and learners connect their efforts to a larger, shared vision, enhancing engagement and collective impact.
So, what I am going to say next may be surprising. I have for a long time been urging schools to move the language away from the word "Happy" or "Happiness". It may seem a sensible word to use however when linked to well-being, as it often is, it can become a loaded word. By that I mean what happens when you are not happy?
If happiness is set up as the ideal emotional state, we potentially can leave our children, staff and so on in a crestfallen state when they are not happy. Realistically for how long can you remain in a state of happiness?
Before reading on, pause and consider when were you last really happy?
What caused it?
How did that feel?
How long did it last?
Are you still feeling that emotion right now?
If in your schools you are trying to improve the mental health and wellbeing of your school community by having the state of "happy" or "happiness" as your goal, ironically this is likely to become a stumbling block. For more on this topic, see Strategies to promote student wellbeing. This state is not and cannot be a permanent basis. You become habituated to what makes you happy and then would need more and more of it to remain in that state. Therefore trying to seek this out becomes burdensome. I am, though, not suggesting that positivity cannot be longer lasting. There is much research out there about the power of positivity.
This view is very much backed up and supported by the group of psychologists working in the field of positive psychology.
If we look at Maslow's hierarchy of needs we can see that we have two needs. The first set are the basic ones that enable us to simply survive. The other set of needs are ones of psychological and personal growth which allows for intellectual and creative growth. The need for growth includes the need to be connected, feelings of self worth, accomplishment and realisation of your own potential.
There is no mention of happiness or being happy.
Fredrickson in her research talks about positive emotions too and the impact these have on wellbeing and building resilience. The top ten words used to describe positive emotions include:
The words happiness or happy are not in this.
All this research is suggesting that there is something happening here rather than being happy. My suggestion is that having a purpose and meaning in your life is much more likely to result in a positive frame and therefore a good sense of wellbeing and a stronger ability to be resilient. And a sense of purpose and meaning in life is likely to be more permanent.
What can schools do to support this?
In many ways it begins with the overall school culture. As Peter Drucker said, "Culture eats strategy for breakfast". Having a school culture of positivity, growth mindset(Dweck) and a solid set of values underpinning everything is crucial. As a school are all the stakeholders involved in developing and maintaining this set of core values? Are the values adhered to by all? Does everyone know them?
The school values give purpose to what you are doing. They will give purpose to what the learners are trying to achieve. They provide a driver. Having a set of clear values helps you understand what matters to you, what helps you achieve, what might hold you back and who can support you. Do you know what your values are? This is often the starting point for many coaching conversations.
As Headteacher, we created "Keys to Success" with learners. These keys defined our school values, shaped by everyone involved (learners included). (Stoll & Temperley, 2009; Hattie, 2012; Black & Wiliam, 2009).
The driver here was to move the learners away from the sense that everything had to be perfect and correct the first time. It was to embed the purpose that the act of learning was ongoing and the joy was in the learning not the finished product. Similarly this moved into the ongoing continuous development process for teachers too.
Teachers could be freed from thinking that every lesson had to be perfect. They could develop as professionals and that learning to be a better teacher tomorrow than today was the goal. It provided meaning and purpose in what was being carried out. The pedagogical approach rewarded the effort, not simply the end product. In other words a move towards a growth mindset rather than fixed enabled all to experience better wellbeing.
Appraisals should link to professional growth, adding purpose. This builds a coaching leadership style. Connect the behaviour policy, for classroom management (Jones, 2003). This approach underpins school practices (Smith & Brown, 2010).
Extending the vocabulary used when discussing emotions is also a good way to progress. From when a child comes into school this can start to happen. A move away from using the words happy and sad is a good step forward. It is worth digging deeper to find out what the emotion truly is. You can explicitly teach young children this and if I can be bold, ourselves too. The link below shows a four year old able to discuss his emotions quite clearly.
Https://www.youtube.com/watch?v=UfApzcvPVlg&ab_channel=GoodMorningAmerica
Can we all do this? Can the children in our schools do this? For example are you happy or are you content or thankful or excited, relieved, elated, confident or overjoyed or simply cheerful or glad?
Are you sad or actually disappointed or regretful, disillusioned, tearful or dismayed?
Understanding emotions helps learners. This understanding improves their wellbeing and helps them know what works best for them. Research by Smith (2003) and Jones (2017) supports this. Learners then gain self-awareness, as argued by Brown (2022).
Along the process of moving towards having purpose and meaning rather than seeking a goal of happiness the school will need to think about how to get all stakeholders involved. This includes the parents and carers of the learners.
Parents sometimes hinder school work unintentionally. Saying "be happy" or stressing grades over effort distracts learners. Schools should inform parents via workshops and newsletters. Explain how purpose boosts learner wellbeing and resilience (Ryan & Deci, 2000; Dweck, 2006).
Workshops support parents using language at home. Dweck (2006) found praising effort helps learners. Knowing emotional vocabulary aids learner progress. Hart & Risley (2003) suggest "What did you learn?" builds home-school links.
Learners find meaning through curriculum design. Use cross-curricular themes linking learning to real issues. Community projects display how skills help (Ryan, 2024). Let learners follow interests (Sharp, 2023; Booth, 2022).
Ryan and Deci (2000) state reflection time lets learners consider values. Learners think about life meaning and community contribution. This self-awareness builds learner motivation (Dweck, 2006; Yeager & Walton, 2011).
Frequently Asked Questions
What is the difference between happiness and purpose in schools?
Researchers have found happiness is fleeting; it's hard to keep (Lyubomirsky, 2008). Purpose, finding meaning in learning and helping others, gives learners lasting wellbeing. Schools that highlight purpose help learners see why their work matters (Yeager et al., 2014).
How do teachers implement a purpose driven culture in the classroom?
Pekrun (2006) showed control-value theory builds learner motivation. Teachers can establish shared class values, focusing on learning over results. Parkinson (1996) suggests a wider emotional vocabulary helps learners name feelings. Yeager & Dweck (2012) found linking activities to real-world goals strengthens meaning.
What are the benefits of focusing on purpose for learning?
A sense of purpose increases student engagement because they see a clear reason for their academic efforts. It builds resilience; students are better equipped to handle setbacks when they understand that challenges are part of a larger growth process. This approach often reduces anxiety by removing the pressure to feel positive at all times.
What does the research say about purpose and resilience in education?
Fredrickson (2004) showed positive emotions build resources. Dweck (2006) found rewarding effort increases learner persistence in class. Maslow (1943) thought purpose supports self-actualisation theories.
What are common mistakes when moving away from a happiness goal?
Parents must be involved in language changes to avoid confusion at home and school. Teachers should accept all feelings as valid, but keep the community moving forward. Research by Hargreaves (1998) and Fullan (2001) shows this.
Which strategies help schools move past a happiness goal?
Researchers suggest schools focus on values, not just happiness (Layard, 2005). Provide staff coaching for career meaning, say researchers (Grant, 2012). Leaders should foster effort and curiosity in learners, not just celebrate results (Dweck, 2006).
Conclusion
Researchers like Seligman (2011) show purpose aids wellbeing. We should focus on meaning, not just happiness in schools. This helps learners build strong mental health, says Wong (2012). Meaning is more sustainable than chasing joy, argue Frankl (1969) and Ryff (1989).
Schools build wellbeing when they clarify values and grow learners' emotional language. Helping everyone find meaning in work and learning is vital (Ryan & Deci, 2000). This supports learners when they face life's challenges (Seligman, 2011) and keeps them feeling valued (Diener, 1984).
Seligman (2011) and Diener (1984) found meaning beats happiness for wellbeing; praise learners' efforts and wins. Keyes (2002) says help each learner grasp their part in the school. This approach fosters resilient, happy, purposeful communities.
Further Reading: Key Research Papers
Researchers support finding happiness through purpose for classroom use. (Lyubomirsky, 2007; Seligman, 2011). These studies give teachers research-based practice advice. (Ryan & Deci, 2000; Dweck, 2006).
Positive education: positive psychology and classroom interventions View study ↗
1,809 citations
M. Seligman et al. (2009)
Seligman et al. (2009) found wellbeing boosts learner success. Waters (2011) showed positive education builds learner character. Duckworth et al. (2007) linked grit with good results. Fredrickson's (2001) theory says positive feelings help learners.
Positive emotions aid learner growth, say Fredrickson (2004) and Cohn & Fredrickson (2009). These feelings broaden thinking and build resources, research shows. For example, see Fredrickson's work (2001, 2003) exploring these connections.
B. Fredrickson (2001)
, 56(3), 218-226. Essential reading on understanding positive emotions beyond simple happiness.
Positive psychology in clinical practice. View study ↗
1,048 citations
A. Duckworth et al. (2005)
, 1, 629-651. Provides practical applications of positive psychology principles in supporting wellbeing.
Beliefs impact personality change, according to researchers. Dweck et al. (1995) and Burnette et al. (2013) explored this. Their research suggests learners' views shape personality development. Carol Dweck's work in this area is influential.
C. Dweck (2008)
, 17(6), 391-394. Key research on growth mindset and its impact on resilience and wellbeing.
A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students View study ↗
128 citations
M. White and L. Waters (2014)
Seligman et al. (2009) showed strengths use boosts learner wellbeing. Proctor et al. (2011) found strengths finders improved optimism. Govindji & Linley (2007) noted strengths predict life satisfaction. These methods offer practical applications for schools (Quinlan et al., 2015). For examples see Waters' (2011) work.
