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A s we neared the end of the lessonMichael raised his hand. “Please Miss, canwe end the lessonwith a serotonin rush?We’ve worked hard today, and we could do with some extra happiness.” His request was echoed by his classmates who chimed inwith cries of: “YesMiss, serotonin – let’s have some before we go home.” “Come on Miss, let’s make serotonin.” As I agreed to the children’s requests, a glance tomy right showed puzzlement on the face of the teacher who’d come to visit us that afternoon. She turned to the deputy head who was conducting her tour of the school and asked: “Do the children here often ask for neurotransmitters?” “They do in this class,” was the immediate reply. I’ma positive psychologist and for the last four years I’ve beenworking with a number of schools, including this particular primary, where I deliver weekly lessons, initially to nine- and ten-year-olds but now encompassing much of KS2. Understanding emotions Positive psychology is the scientific study of human flourishing. It is an 64 | www.teachwire.net Take charge of your professional life and improve your wellbeing with this advice p66 The positive educationmovement is helping childrenworldwide becomemore resilient  INS I DE THI S SECT I ON We’re having to consider wellbeing in a way we could never have predicted... If we want to improve teachers’ lives we need to tackle the root cause of stress Don’t miss our STEM special next issue, on sale 3rd July 2020 Wellbeing SPECIAL JUL I E HURST Works like MAGIC p70 p69