Bhutan is a country known for happiness. In the 1970s, the Fourth Druk Gyalpo [Dragon King] of Bhutan established the development philosophy of Gross National Happiness (GNH). However, using ‘happiness’ as a measurement of social and economic development does not mean that all Bhutanese are ‘happy’ themselves. Schools – including higher education – can be stressful places in Bhutan, and there is little support or resources for the mental health and wellbeing needs of students. In this article, we explore the experiences and perceptions of both students and staff across the Royal University of Bhutan in regard to wellbeing and mental health. In all, there were over 1,700 respondents to our survey. We explore the results of the survey through an Educational Values Evaluation and Design (EVED) framework to understand the complex factors that both enable and challenge GNH as a value in higher education. The results show that while many students view their happiness and wellbeing as positive overall, there are still a significant amount that experience depression, stress, social difficulties, and other forms of distress. In comparison to college staff perception of student’s mental health and wellbeing, the students are more positive about their own wellbeing than the staff.

中文翻译：

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不丹高等教育中的幸福、幸福和心理健康：在国民幸福总值框架内探索学生和教职员工的经验和看法

不丹是一个以幸福着称的国家。1970 年代，不丹第四代 Druk Gyalpo [Dragon King] 确立了国民幸福总值 (GNH) 的发展理念。然而，用“幸福”来衡量社会和经济发展并不意味着所有不丹人自己都“幸福”。学校——包括高等教育——在不丹可能是压力很大的地方，学生的心理健康和福祉需求几乎没有支持或资源。在本文中，我们探讨了不丹皇家大学的学生和教职员工在幸福感和心理健康方面的经验和看法。总共有 1,700 多名受访者参与了我们的调查。我们通过教育价值评估和设计 (EVED) 框架探索调查结果，以了解使 GNH 成为高等教育价值并对其构成挑战的复杂因素。结果表明，虽然许多学生认为他们的幸福和幸福总体上是积极的，但仍有相当多的学生经历过抑郁、压力、社交困难和其他形式的痛苦。与大学教职员工对学生心理健康和幸福感的看法相比，学生对自己的幸福感比教职员工更积极。