Abstract
This study aimed to provide foundational data for enhancing children’s well-being within the context of school education by conducting two investigations. First, the existing well-being scale designed for Japanese adults was applied to children to examine the characteristics of well-being during childhood and its differences from wellbeing
in adulthood. Second, the study explored which strengths among the 24 character strengths could potentially
influence children’s well-being and identified their tendencies. The findings revealed three factors contributing to children’ s well-being: “positive relationships with others,” “goal orientation and a sense of growth,” and “emotional stability.” Furthermore, children who exhibited self-awareness of the strengths of “curiosity” and “self-control” tended to have higher well-being. Based on these investigations, we concluded that, as classroom teachers, incorporating “building connections with others,” “enriching study that stimulate curiosity,” and “learning focused on cognition and behavior” is effective in enhancing children's well-being.
