In short - yes. 

In relation to student happiness:

If someone was unhappy at school, it can completely shape their future life & character. They can feel inadequate, insecure, resentful, uncertain, and this can direct their future behaviours, relationships & outcomes.  If they were happy, this normally supposes that they had satisfactory relationships & achieved appropriately.  This sets them up with positive attitudes, skills & attributes that they can take into later life.  Only once they have matured, can people manage their lives to counteract what they have experienced in their formative years, and depending on how extreme these experiences were, the harder this adaption is. 

The association between positive/negative formative experiences & adult personality & attributes is not linear. For example, someone who has an extreme drive to succeed as an adult may have had either positive experiences that equipped/motivated them to succeed, or negative experiences that they are determined to overturn & eliminate. Obversely, a student who was 'book smart' & led a sheltered existence may find adaption to 'the real world' quite difficult.  Therefore, as a student's life progresses, I think that whilst it is important to make sure that students are 'happy', it is also important to keep their experiences appropriately 'real'. That way, there is less of a 'culture shock' when they progress into independent adult life.

I agree very much with Ivo. Happiness is essential. This is why it is important to view the process of learning much more expansively than we tend to do. In that context, my own discipline, social pedagogy, helps to round the pedagogic circle. By this, I means it signals the fact that social learning and teaching is part of the story. Too often, education is viewed as just having to do with cognitive matters: ABC, 1,2,3, if you will!

Social learning, particularly, in early childhood, can foster happiness because it encourages children to support and comfort each other and to share their toys. The aim is to nurture compassionate actions that enhance the joy of the giver and the receiver. I recall a famous 1960s rock song: ´He ain´t heavy. He´s my brother´, that captures the spirit of the happiness that comes from lending (and indeed receiving) a helping hand. Best wishes and good luck with your important research, Ali. Paul

As an essential part of education, especially primary and secondary education, social context seems very vital. As Paul indicates, spirituality here helps us to make learners 'taste' the joy of sharing the learning atmosphere, where happiness blossoms. Thanks PAUL.. 

Wilkinson, thanks. Positive ATTITUDES are of great importance when we think of language skills. But, can we consider happiness as an attitude here? Your research eden interesting to me since my major is ELT.

Happiness matters for education; and academic experiences such as support contributes to happiness. One preliminary study:

Article STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION...

I agree with all responses posted. But, sometimes the learning environment may not be the cause of students' unhappiness and such situations would need to be addressed outside of the classroom before students can be open to enjoying learning. 

Merry Christmas and Happy New Year!

Debra

Dear Ali

Happiness is hugely important. Too much emphasis on cognitive skills at school can undermine and, at times, even have a detrimental effect on the whole development of the child. There needs to be a social pedagogy in place, as well as "ABC and 1, 2, 3". This nurtures friendly and supportive interactions between children and between children and teachers. Feel free to check out some of my social pedagogy texts on RG. Best wishes, Paul. PS. Also have a look at the Bru et al article, which deals, among other issues, with emotional connectedness between child and teacher. This is based on a representative national study in Norway.