Criteria for a Model of a Happy School from the Perspective of Teachers and Students: a Narrative Literature Review

Abstract

Background: Happiness and well-being in the school context have increasingly emerged as relevant themes in educational research. The school, as a social space for human development, plays a central role in promoting the well-being and happiness of students, teachers, and school leadership. Objectives: This study aims to identify criteria, based on scientific literature, that support a model of a happy school, considering three interdependent dimensions: school leadership and management, teacher happiness, and student happiness. Methods: A narrative literature review was conducted, including articles published between 2015 and 2024, retrieved from databases such as Scopus, ERIC, SciELO, and Google Scholar. The descriptors used included “happy schools”, “happiness in education”, “school well-being”, “teacher happiness and well-being”, and “student happiness and well-being”. The analysis focused on thematically systematising the most recurrent criteria in each category. Results: The findings highlight the importance of democratic leadership, affective learning environments, and institutional policies that value and support teachers. However, gaps remain regarding the practical implementation of these strategies in real school settings. Conclusions: It is concluded that building a happy school requires coherence between values, practices, and institutional structures. Further empirical studies are recommended to assess concrete experiences and to develop diagnostic tools for happiness and well-being in schools, which may assist educational leaders in adopting more conscious and effective management strategies in these domains.