Abstract

The purpose of this qualitative study is to develop a greater understanding of the experience of happiness as it is perceived by children with learning difficulties. The paradigmatic point of departure is positive psychology, which forms part of the strength-based perspective. Three boys and three girls with learning difficulties, aged between 10 and 12 years, were purposefully selected on the basis of revealing high levels of happiness. The empirical research consisted of a group encounter and individual interviews directly after the group encounter. The group encounter induced a happy mood by playing the game “Funny Ha Ha” (© Upstart 1996), which stimulates laughter, and elevated the participants’ moods, and stimulated recall of happy memories. Data was collected through metaphors and happy stories obtained during individual encounters with the participants. Relatively few distinct emotions associated with happiness were identified. Both active and passive dimensions of happiness were highlighted in the happy stories. None of the participants identified aspects of flow or the engaged life, suggesting that learning is not central to their happiness at school. The importance of friends in the pursuit of happiness was frequently highlighted and attention was drawn to the negative impact of loneliness. Happiness appeared to be understood as taking the form of the pleasant and meaningful life, and there was a conspicuous absence of the engaged life.