The study aimed to evaluate the potential impact of the Happiness Curriculum on the well-being, academic achievement, and resilience of students. A sample of 400 students was selected for the study, with 200 male and 200 female students included, stratified based on schools with and without the Happiness Curriculum. The PANAS-C, Resilience Scale, and General Classroom Achievement Test were used as tools to collect data, and hypothesis-wise inferential statistics were applied to the results. The study found a significant positive effect of the Happiness Curriculum on the well- being and resilience of students. It was observed that students from schools with the Happiness Curriculum had a higher level of well-being and resilience as compared to students from schools without the Happiness Curriculum. However, no significant effect of the Happiness Curriculum on the academic achievement of students was observed. Moreover, no significant difference was found between male and female students in terms of well-being, academic achievement, and resilience. This suggests that the Happiness Curriculum is effective for both male and female students. The study concludes that the Happiness Curriculum has a positive impact on the well- being and resilience of students. Therefore, it is recommended that the Happiness Curriculum should be introduced in schools across the country to promote the emotional and mental well- being of students. Further research is needed to evaluate the long-term effects of the Happiness Curriculum on the well-being and academic achievement of students.

Happiness Curriculum, well-being, academic achievement, resilience