Asian Journal of Education and Social Studies

Emotional safety is increasingly recognised as a condition of meaningful participation in elementary education, yet it is often conflated with student happiness, classroom order or the delivery of discrete social-emotional skills. This critical narrative review examines how emotionally safe relationships, social-emotional learning, school climate and holistic development intersect, and assesses Delhi’s Happiness Curriculum as a context-specific attempt to translate these ideas into everyday pedagogy. Peer-reviewed research on teacher–pupil relationships, belonging, universal social-emotional learning, mindfulness, school climate and implementation was considered alongside verified curriculum documents and Delhi-specific empirical reports. Large meta-analyses support the potential of well-implemented social-emotional learning to improve several developmental and educational outcomes, but effects differ by setting, outcome, programme quality and follow-up period. Relationship quality and school belonging provide plausible developmental pathways, although much of the evidence is observational and cannot identify independent causal mechanisms. Mindfulness evidence is less uniform; positive findings in small elementary-school trials coexist with null findings in large adolescent trials. Delhi’s curriculum combines daily opportunities for attention, stories, reflection and expression with an explicit philosophy of happiness. Local studies document favourable stakeholder perceptions and within-participant changes, but their designs do not adequately isolate curriculum effects from maturation, secular change, reporting bias or broader school reforms. The review argues that emotional safety should be treated as a relational and institutional property, not as a pupil’s obligation to display positive emotions. A proposed evaluation agenda integrates child voice, classroom observation, culturally responsive measurement, credible comparison designs and implementation analysis. Delhi’s experience offers a valuable case for examining the feasibility and meaning of whole-child education at scale, while the magnitude, distribution and durability of its independent effects remain unresolved.