Abstract:

Introduction:
The communication we present is framed within the programs of Positive Psychology that defend happiness as a facilitator of performance and productivity of people. Educating in happiness, is also educating in health and well-being. Happy workers generate a good environment, work better as a team, are more creative, innovative, productive and committed.

Objective:
To know the levels of happiness of our students and how they can be influenced by an educational intervention aimed at working with positive emotions in the classroom.

Method:
A quasi-experimental design was used, with a non-equivalent control group (Cook and Campbell, 1986). The sample consisted of 162 students of different university degrees, aged between 18 and 45 years old.

Instruments:
The subjective happiness scale of Lyubomirsky & Lepper (1999).

Results:
Students who worked positive emotions integrated within the specific contents of the studied subjects, showed higher levels of happiness than students who developed their classes with a traditional methodology and they improved their perception about the importance of this aspect in their lives and the results of their work.

Discussion:
Optimism is learned and improves the classroom climate, performance and productivity of people while contributing to social development, health and personal well-being. Educational interventions are needed in this line, with an orientation of educational and social improvement.

Keywords:

Happiness, social and emotional learning, higher education, productivity, work well-being.