Teacher and learner well-being in collaborative classroom research.

This article examines the application of Martin Seligman's PERMA model of well-being—comprising Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—in the context of a British Council-funded longitudinal classroom action research project in India. The project involved 25 volunteer teachers and over 800 children aged 7–14, who collaboratively engaged in classroom research to explore active child participation and partnership in learning. Analysis of teacher reflections revealed evidence of all five PERMA components, with positive emotions, engagement, and improved teacher-learner relationships emerging strongly within classrooms, while meaning and accomplishment were linked to teachers' professional identities and broader work satisfaction. The study suggests that involving children as active participants in classroom research can enhance well-being for both teachers and learners, promoting more democratic relationships and increased motivation, which may contribute to improved learning environments.