News this week that one in 10 young people would drop out of education for a shot at TV fame. 16% believe they will actually become famous, according to the Learning and Skills Council survey of 777 16-19 year olds in England.

The LSC research showed that most of the young people did not understand that the odds of being selected for a reality TV show such as Big Brother - and continuing to be famous afterwards - are very slim. Almost one in ten said they thought celebrity was a great way to earn money without skills or qualifications.

Ruth Bullen, LSC spokeswoman, said research showed that young people without five good GCSEs or the equivalent were more likely to earn low pay in later life. "If making money is the reason a young person wants to become famous, by staying on in education or training they can significantly increase their future earning power through gaining these essential qualifications" she said. More than half of teenagers who said they wanted to become famous cited money and success as the principal reason.

For many, fame equates to success which equates to money which equates to happiness. Fame seems available easily. Join a band, get onto a reality TV show, be chosen to compete in a talent competition, win the lottery. Disappointment awaits. Dramatic improvements in circumstances do little to improve happiness. Research by Brickman and others showed that within a year, lottery winners are little happier, or even less happy, than they were before they scooped the jackpot. The explanation is simple: we are creatures of comparison. As we adapt, our expectations about what will make us happy rise. We compare ourselves to where we want to be, and to other people. As we achieve our goals, we change whom we compare ourselves to and find a new source of unhappiness!

Happiness arises from more mundane origins - including the ability to balance wants and needs. Being consumed by desire is fine for Greek tragedy but knowing where you want to go and what you need to get there is more remunerative. Previous research undertaken by the LSC suggested that pupils who stay on at school after their GCSEs could earn up to £4,000 more per year than those without good GCSEs - adding up to £185,000 over their careers. Those students who gain ‘A' levels or other advanced qualifications can expect to earn an average yearly salary of £20,692. But those who leave school without obtaining five GCSE passes at grades A*-C or the equivalent can expect an average salary of £16,739.

Research by Nick Bayliss looked at the place of escapist fantasizing and wishful daydreaming in young people's lives. He concluded that these “universal and seemingly benign thoughts may, far more often than is currently recognised, be so overused by some individuals as to cause serious detriment to their real life well being.” This seems particularly so in a world of instant communication where, in the West, participation is up in virtual networks and down in real networks.

When researchers analyse the constituents of happiness they do not come up with second homes in Tuscany, 4 x 4 vehicles, foreign holidays or expensive clothes. Their lists are more mundane and, once distilled down, offer an outline ‘happiness curriculum'. Next month I'll tell you what it includes!

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Simon Percival went along to Alite's School Improvement programme to observe the Lead Learner training run by Nicky Anastasiou and hear what was happening in school.

Several heads nod and many look thoughtful. When Nicky Anastasiou finishes explaining to assembled teachers from across LEAs and EAZs about the self-esteem purse, only murmurs of agreement usually punctuate the silence. The purse is one way of looking at how others' comments and actions can make us feel good about ourselves - or have the opposite effect. From day one, suggests Nicky, children are susceptible to the investors and robbers of that valuable currency, those who put pennies into the child's self-esteem purse and those who inadvertently take from it. On the day that Nicky outlined her analogy to a group of teachers from East Riding, a number of them decided that their children needed a healthy deposit to top up dwindling accounts if effective learners were to be nurtured.

Although many of the teachers focussed on raising self-esteem by attending to the BASICS, an assortment of other methods were also used in conjunction, in a range of circumstances and with a variety of children from different year groups. Some also sought to utilise the esteeming benefits of personalised learning highlighting and celebrating the differences between children, and working with these rather than allowing the learners to feel that being different is in some way a euphemism for being defective.

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In Willerby Carr Lane Infant school Sue Bolton-Ali decided that MI would be a good way of explaining to her Year 2 class that everybody is good at something, not necessarily everything. The children were then encouraged to share where they felt their strengths lay, revealing amongst their number an Artistic Sophie, Mathematical Joseph, Friendly Kirsty, Loving Bethany, and so on. These individual identities were celebrated and captured when they created stars for themselves with their new names on.

The challenge was then made: to receive praise for work done in class that would result in their star being displayed on the board. Su soon allowed the responsibility of nomination to pass to the children, as they began to suggest classmates' names for particular successes. Another particularly esteeming activity for this class is Show and Tell time on a Thursday. Everybody has the opportunity to share their successes with others when they bring in dance awards, swimming certificates, medals for football, models and artwork produced at home - anything that they feel proud of. The children have the chance to explain their success, be praised for it and realise that experiences outside of school are just as important as those inside. It also enables the teacher to see the whole child.

Though Su was concerned about raising the esteem of all her class through these and other methods, there were three children she was particularly concerned about. However, together with everyone else, they seem much happier and more aware of their strengths. One of the trio's mothers said that her son appeared more confident now; a real breakthrough in the circumstances.

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Further up the school, in Year 6, Helen Gilson was looking at helping her lower ability Numeracy group see themselves and their situation in a more positive way. In an open and honest discussion, many of the children reported they hated or panicked about maths and that they must be “rubbish” at it because they were in the bottom set. Not only was Helen hoping her work would lift their self-esteem, but that it would raise their attainment from level 3 to 4 and improve behaviour.

A beginning would be the conscious effort on her part to keep her spoken and body language positive. She wondered if her apprehension in the past at teaching this challenging group, in feeling on her guard, may have reflected in her communication. Now she sought opportunities to praise each of them by name in the lesson. As she adopted a more positive view of the class, so she encouraged them to see the lesson in a similar way; in fact see, hear and feel it differently. She asked the learners about their views on success when they understand a new mathematical concept. The consensus was that they:

Helen put all this into a poster and displayed it on the wall, constantly referring to it to remind them of the look/sound/feelings of success. Success was also celebrated with ‘Worker of the Day/Week', something she wasn't ever allowed to forget; a safe ‘Have a Go' environment was nurtured (“Your Challenge is…” became a regular feature to urge them on); everyday benefits of tasks were explained so that everyone could see the point of doing it and individual's strengths were recognised and utilised.

One such example is the child who normally had been “all over the place” in lessons. He appeared to be adept with technology, so Helen used him as her consultant technician, esteeming him with his new role. How did she know it was working? Improvements in class atmosphere, behaviour, attitude to challenge and new concepts, and attainment all convinced Helen to keep up the work. Of no small significance either is that they now enjoy Numeracy, even booster lessons that take part when Art and PE is running at the same time.

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When Sarah Brown and Lynne Cox approached their colleagues at the 450-pupil All Saints Juniors with the Accelerated Learning message, the consensus was that self-esteem and motivation should be addressed. After they had given two half-day training sessions, which introduced theory and practical ideas, and emphasised that this was a change in approach rather than extra work, the staff were enthused. Aspiration walls sprung up overnight and teachers were seen directing pupils towards them to help them ‘see the point' of what they were learning.

Children interviewed each other in class to find out more about their classmates and posters appeared in rooms for each child with their picture on and three completed statements: “I can…” / “I like…” / “I am…” As if to confirm the teachers' observations, many found being positive about something they are good at (“I can…”) the hardest to complete. Around the school, ‘Praise the Positive!' and ‘Bin the Negative!' became rallying calls: children would be seen attaching sticky labels to large piggy bank posters and bins as they highlighted their achievements and the kindness of others or binned negatives they were carrying around with them that didn't require teacher intervention.

Stars of the week - chosen from a range of achievements - were named and pupils were made aware of the effect of language on themselves as learners. Positivity became the focus. Certain macho boys, who had previously esteemed themselves by thumping others, found that they were losing out on extra playtime that the more deserving were awarded for their behaviour. Attention was being given to those who deserved it. Attitudes changed. The benefits of different learning styles were shared not only with staff and children, but also with parents. Everyone was becoming excited about learning.

After half a term the staff fed back on the effects and the children were asked to complete questionnaires and offer ideas for improvement. The staff were positive, with everyone attempting at least one strategy, though several attempted more. It was recognised that these were small steps on a journey but that “a positive self-image is crucial to success” - and they had begun. And the children's thoughts on all this activity?

• “The self-esteem piggy bank was a way to share your emotions without shouting it out to all.”
• “When you stick something on the piggy you know you have done something good.”
• “I think the bin helps me because it gets rid of your bad things in your mind.”
• “My mum said that my speech is quite different.”
• “Every Wednesday our star of the week is chosen. It's very tense.”

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Waggoners Cluster of Primaries, a partnership between village schools in East Riding, chose to focus on this issue of children valuing themselves and their achievements because each of the teachers involved in the training could identify at least one child in their class who would benefit from some attention to their beliefs. Typical of the excellent work within the schools was that of Terri Coates from Middleton School, who chose a particularly challenging boy from her Reception, Year 1 and 2 class.

The pupil, X, is a bright Year 1 boy, though he was underachieving and exhibiting some unusual behaviour. One example was the issue he had with his name, refusing to accept or respond to it, sometimes calling himself by another name. He was a perfectionist too, manifesting itself in extreme ways, writing and scribbling over his work, sometimes destroying it totally if Terri didn't take it from him quickly. His behaviour was generally aggressive, hitting and kicking other children, driving them away from him and so reinforcing his low opinion of himself. Others' shoes, Lego models and his own work would all be hidden by him as well. This behaviour continued outside of the classroom as well - in assemblies, on the school bus and even to the extent of smashing up his bedroom. The work that Terri did was for all the class, but with a focus on X.

She took aspects of the BASICS model and included all the adults who had contact with X in school. She explained and demonstrated positive language and attention strategies, how to reframe limiting self-talk, and the reward system she was to use in reinforcing good behaviour. In class, trust-building activities, collective celebrations and responsibility roles became the norm. Self-esteem games were also used. In Circle Time, for example, a small bell was passed around, which needed to reach the end without ringing. At first, X would deliberately ring the bell, but then he began to want to succeed and joined in properly. There was great celebration when the task was first completed. X has responsibility for the Lego now and is beginning to show a change in attitude. It is still early days, but Teri is confident that he will continue to progress.

Elsewhere in the Waggoners Cluster teachers are using techniques to raise self-esteem with similar success. In all of the classroom research done by these teachers the importance of positive language features heavily (e.g. reframing the negative word ‘work' to ‘learning'), as does positive attention, praising appropriate behaviour and getting to know more about each individual child and catering for them in lessons. But what has been most beneficial for this group is the joint focus and working together to share ideas and outcomes with other schools in comparable contexts where pupils are often taught together in mixed year groups. Their pupils, who will mostly move on to the same secondary, have experienced similar work on an important aspect of their education.

Whether it was the girl from the privileged background, the child farmed out to nursery by career-orientated parents or the variety of experiences and levels of esteem of their charges, the Waggoners group of teachers found a commonality in their own learning:

• Starting small seems best - cover one area at a time
• Include as many adults that come into contact with the children as possible
• Collect evidence to win over the doubters
• Reflect on what works well when and what can be improved
• Be patient and allow time for the strategies to work

This is just a sample of the excellent work taking place in East Riding schools on self-esteem. Many others are also working on a daily basis throughout the country to help children realise their own worth and the potential they hold if they could only harness positivity. With the right attitude and the right strategies many succeed. Helping their pupils flourish is just one way these adults can build up their own self-belief. After all, teachers need pennies for their self-esteem purses too. Just ask Nicky.

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Here are ten of our most affirming (and cheesiest) films compiled by our office staff and we would be more than happy to publish yours!

• Jean de Florette and Manon des Sources - 1986
• Cinema Paradiso - 1989
• Fried Green Tomatoes at the Whistle Stop Café - 1991
• It's a Wonderful Life - 1946
• Il Postino - 1995
• Lagaan - 2001
• Shawshank Redemption - 1995
• Field of Dreams - 1989
• Life is Beautiful - 1999
• Monsoon Wedding - 2002

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Researchers from the University of Maryland School of Medicine in Baltimore compared the effects of watching funny and stressful films. Stress caused blood flow to slow by around 35%, but laughter increased it by around 22%, they told the American College of Cardiology in June 2005. UK heart experts said there was increasing interest in the idea that positive emotions benefited health.

The US team studied 20 healthy, non-smoking volunteers, with an average age of
33. They watched either a segment of a film which would cause mental stress, such as
the opening part of Saving Private Ryan, or a segment of a film which would make
them laugh, such as King Pin. At least 48 hours later, they were shown a film which would cause the opposite effect to the first.

Before watching each film, the volunteers fasted overnight and were tested to see how well blood vessels in the brachial artery in the arm responded to a sudden increase in blood flow, in a test called a flow-mediated vasodilation. Volunteers watched a 15-minute segment of the film while lying down in a temperature-controlled room.

After the film was shown, their blood vessels were tested again. No difference was seen in blood vessel dilation between the two groups before they watched the films. But brachial artery flow was reduced in 14 of the 20 volunteers following the film clips that caused mental stress. In contrast, beneficial blood vessel relaxation, or vasodilation, was increased
in 19 of the 20 volunteers after they watched the film segments that generated laughter.

The researchers suggested laughter caused the tissue that forms the inner lining
of blood vessels, the endothelium, to expand in order to increase blood flow. The endothelium is known to have a powerful effect on blood vessel tone and regulates blood flow, adjusts coagulation and blood thickening, and secretes chemicals and other substances in response to wounds, infections or irritation. It also plays an important role in the development of cardiovascular disease. Impairment of the function of the lining of blood vessels is an early sign of cardiovascular problems.

Michael Miller, director of preventive cardiology at the University of Maryland Medical Center, who led the research, said: "The endothelium is the first line in the development of atherosclerosis or hardening of the arteries, so, given the results of our study, it is conceivable that laughing may be important to maintain a healthy endothelium, and reduce the risk of cardiovascular disease.

"At the very least, laughter offsets the impact of mental stress, which is harmful to the endothelium." He added: "Thirty minutes of exercise three times a week, and 15 minutes of laughter on a daily basis is probably good for the vascular system."

Professor Andrew Steptoe, British Heart Foundation Professor of Psychology at
University College London, said: "The results of this study are interesting but not unexpected.
There is increasing scientific interest in the possibility that positive emotional states are beneficial to health. If this is the case, we need to understand the biological processes involved. We have shown associations between positive emotional states such as happiness and low levels of the stress hormone cortisol, and people with a more positive outlook also appear to be less affected by stressful events.”

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The experts tried and tested 10 simple measures in the quest for happiness. They found successful strategies included nurturing a plant, smiling at strangers and cutting television viewing by a half.

A four-part observational documentary series, Making Slough Happy, featured on UK television and followed the team and their progress.

During the series, they took 50 volunteers from Slough, with the aim of planting the "seeds of happiness" amongst this core group who spread their cheer to others in a ripple effect.

The 10 steps to happiness

1. Plant something and nurture it
2. Count your blessings - at least five - at the end of each day
3. Take time to talk - have an hour-long conversation with a loved one each week
4. Phone a friend whom you have not spoken to for a while and arrange to meet up
5. Give yourself a treat every day and take the time to really enjoy it
6. Have a good laugh at least once a day
7. Get physical - exercise for half an hour three times a week
8. Smile at and/or say hello to a stranger at least once each day
9. Cut your TV viewing by half
10. Spread some kindness - do a good turn for someone every day

The experts measured the happiness levels of the Slough volunteers before, during and after the end of the project to assess if their methods were effective. Throughout their experiment, the expert team face the challenge of selling their science to a potentially sceptical public, unprepared for their unconventional approach - from dancing in a supermarket aisle, to a spot of graveyard therapy and tree hugging.

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In a pilot study by the New Economics Foundation (NEF) and Nottingham City Council to measure well-being in the area young people completed detailed quesionnaires. Not only did both their satisfaction with life and their curiosity in life both fall as they got older, but also their satisfaction with their school experience plummeted between primary and secondary school, and did not recover.

The study stressed the connection between well-being and ‘curiosity' about life. ‘Curiosity about life' - defined as a need to strive for more and learn more - was as important to happiness as feeling ‘satisfied' with academic results.

Hetan Shah, NEF's programme director for well-being studies, said: "At primary school, there appears to be a good balance, looking at the needs of the whole person. But secondary school teachers I've spoken to say they are run more like factories. The high demands of league tables and targets must have some effect."

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