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INTRODUCTION MATERIALS AND METHOD CONCLUSION TESTIMONIALS 71% of the students were rated by their teachers as having shown positive academic benefits stemming from their participation in Project Happiness. 82% of the students were rated by their teachers as having increased their emotional resilience as a result of participation in Project Happiness. 81% of the students were rated by their teachers as happier as a result of participation in Project Happiness. 87.5% of the students’ teachers agreed that participating in Project Happiness increased the student’s social and emotional learning (SEL) competencies. During Fall Semester 2013 Project Happiness partnered with researchers from UC Berkeley to track the effectiveness of the Project Happiness curriculum. The data was collected from 3 different K-5 schools, including one underserved population. All three school sites implemented the Project Happiness lessons 1- 9 over the course of the semester (approximately 3 months). In total we evaluated 13 classrooms and 150 students. Both quantitative and qualitative data were analyzed from survey results and anecdotal evidence. Over the course of 9 lessons, the students were taught science-based tools for developing: 1) Long-term and Short-term Happiness, 2) Gratitude, 3) Strengths, 4) Perspective taking, 5) Mindset, 6) Emotional Management, 7) Empathy, 8) Differences and similarities with others, and 9) Altruism and giving back in a meaningful way. Due to limits on validated self-report measures for the subjective happiness of young children, researchers chose to rely on teacher-report surveys. Pilot teachers were asked to assess every participating student individually before and after completing the Project Happiness program. These findings suggest that students can expect to experience a statistically significant increase in happiness as a result of Project Happiness programs. Further, this analysis adds scientific validation to the growing body of research around positive psychology, neuroscience, and mindfulness that Project Happiness’ programs are grounded in, as well as offers still more evidence that happiness can be taught! QUANTITATIVE RESULTS Using a Repeated Measures Design, researchers received usable data from 13 teachers evaluating 150 students that indicated a statistically significant increase as a result of their participation in the Project Happiness curriculum. A Paired Sample T-test was run on three measures, Subjective Happiness (Lyubomirsky, 1999), Compassion (Shiota, Keltner, & John, 2006), and Curiosity (Litman & Jimerson, 2004). Researchers hypothesized that there would be a difference between the pre-course scores and the post-course scores. Statistical significance was found for all three measures, as displayed in the graphs to the right. These results suggest a strong positive correlation between the applied positive psychology, neuroscience and mindfulness techniques found in the PH Curriculum, with increases in happiness. QUALITATIVE RESULTS Project Happiness Program Effects on Social Emotional Learning VIDEO VIDEO testimonials from student and teacher participants! “Project Happiness provided me with a beautiful structure from which to teach all these really important life skills. The curriculum took big social and emotional learning concepts, that many adults have trouble understanding, and put them into a manageable, teachable lessons for kids.” -Terri Feinberg, Teacher “It was a fun learning experience and I feel like I am a happier person now that I have completed it. Go Project Happiness!” -Sammy Yamashita, Student MEAN COMPARISIONS: Pre-Course Scores (T1) VS. Post-Course Scores (T2) Subjective Happiness Compassion Curiosity