‘Well-behaved is basically like you’re smiling’: Primary school pupils and the dangers of responsibilising happiness

The idea that individuals should be happy, optimistic and able to regulate their emotions, the ‘new discourse of happiness’ that grew from positive psychology, is widespread and often explicitly taught in schools. This article examines the ways two pupils judged by their teachers as ‘low attaining’ understood and attempted to manage their emotions. It argues that this ‘discourse of happiness’, despite being part of a welcome recognition of the importance of emotions in schooling, can be problematic, perhaps particularly for pupils who struggle academically. It also raises concerns about the wider social justice implications of this discourse.