This authoritative volume reviews the breadth of current scientific knowledge on subjective well-being (SWB): its definition, causes and consequences, measurement, and practical applications that may help people become happier. Leading experts explore the connections between SWB and a range of intrapersonal and interpersonal phenomena, including personality, health, relationship satisfaction, wealth, cognitive processes, emotion regulation, religion, family life, school and work experiences, and culture. Interventions and practices that enhance SWB are examined, with attention to both their benefits and limitations. The concluding chapter from Ed Diener dispels common myths in the field and presents a thoughtful agenda for future research.

In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students wellness can be fostered. While research in this area has primarily focused on positive indicators of adults and adolescents mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students complete mental health.

These Guidelines represent the first attempt to provide international recommendations on collecting, publishing, and analysing subjective well-being data.

What are the methodologies for assessing and improving governmental policy in light of well-being? The Oxford Handbook of Well-Being and Public Policy provides a comprehensive, interdisciplinary treatment of this topic. The contributors draw from welfare economics, moral philosophy, and psychology and are leading scholars in these fields. The Handbook includes thirty chapters divided into four Parts. Part I covers the full range of methodologies for evaluating governmental policy and assessing societal condition-including both the leading approaches in current use by policymakers and academics (such as GDP, cost-benefit analysis, cost-effectiveness analysis, inequality and poverty metrics, and the concept of the "social welfare function"), and emerging techniques. Part II focuses on the nature of well-being. What, most fundamentally, determines whether an individual life is better or worse for the person living it? Her happiness? Her preference-satisfaction? Her attainment of various "objective goods"? Part III addresses the measurement of well-being and the thorny topic of interpersonal comparisons. How can we construct a meaningful scale of individual welfare, which allows for comparisons of well-being levels and differences, both within one individual's life, and across lives? Finally, Part IV reviews the major challenges to designing governmental policy around individual well-being.