What comes to mind when you hear the word “well-being”? Most of us would associate it with positive emotions such as happiness, contentment or a sense of purpose. However, well-being also includes negative indicators such as stress, anxiety and depression. In this article, Associate Professor William Tov, Deputy Director of the Centre for Research on Successful Ageing (ROSA) at Singapore Management University, shares insights on the science of well-being – what it really means to “feel well,” how culture and life circumstances shape our happiness, and how teachers can support students’ well-being.

Well-Being Literacy for Students 

Well-being literacy refers to the vocabulary, knowledge and communication skills one needs to intentionally maintain and improve the well-being of oneself and others. According to Associate Professor William Tov, whose research examines the multi-level processes underlying well-being, it is a skill that can be taught and nurtured in students.

“Well-being literacy is more important than ever, especially in this age of social media,” he says. “Students today are constantly exposed to curated images and comparisons that can shape how they see themselves and others.”

By helping students develop the language and awareness to talk about emotions, relationships and purpose, teachers can empower them to recognize what supports or undermines their well-being–and to take intentional steps toward a healthier mindset.

Making Sense of Well-Being 

When it comes to nurturing students’ well-being, William highlights three key distinctions that can help teachers guide their students to better understand – and express – what it truly means to “feel well.”

The first is the distinction between well-being state and well-being trait.

“Well-being state refers to our moods that can shift from moment to moment, while well-being trait reflects a person’s general outlook and enduring patterns of thought and emotion,” he explains. “Changing your well-being trait requires deeper changes in your habits, lifestyle and circumstances.”

When students can tell the difference between the two, they learn that ups and downs are a natural part of life – and that developing healthy long-term habits is what really helps them thrive.

The second distinction is hedonic well-being and eudaimonic well-being. Hedonic well-being is about pleasure and enjoyment, while eudaimonic well-being refers to meaning, purpose and personal growth.

“Understanding the difference between hedonic and eudaimonic well-being helps students become more aware of what contributes to their happiness,” he shares. For example, when students can identify moments of hedonic well-being, such as having fun with friends or enjoying a hobby, they learn to appreciate everyday sources of joy.

At the same time, recognizing eudaimonic well-being – which can come from pursuing goals, finding meaning or helping others, even if they are challenging – encourages them to look beyond short-term pleasures and focus on what gives their lives purpose.

The third distinction is the difference between affective well-being and cognitive well-being.

“Affective well-being relates to our emotions – both the positive affect (PA) such as happiness and excitement, and the negative affect (NA) such as anger, sadness or anxiety. Cognitive well-being, on the other hand, has to do with how satisfied we are with our lives as a whole,” he explains. For example, whether our basic needs – such as having enough to eat or a safe place to live – are met can strongly influence our sense of life satisfaction.

“When it comes to improving well-being, the actions one takes depend on which aspect is being addressed – whether it’s about fostering PA or managing NA, or whether one wants to enhance overall life satisfaction,” he adds.

Understanding What Shapes Well-Being 

What are the key factors that drive our sense of well-being? William shares four key findings that reveal how our happiness is shaped – not just by who we are, but also by the actions that we take and the world we live in.

Well-Being Can Be Measured

We often think of happiness or life satisfaction as purely personal, and something that cannot be quantified. However, research says otherwise. “Well-being is not just a matter of opinion,” says William. “It can be measured and studied scientifically.”

Studies show that people’s self-reported well-being actually correlates with objective outcomes such as health, longevity and even immune system functioning. It also links with broader environmental indicators like air quality, crime rates and climate.

“Understanding that well-being has measurable patterns helps students see that it’s a serious field of study backed by scientific evidence,” he notes.

People Do Not Always Adapt Quickly to Change

Another important insight is that people don’t simply “bounce back” from major life events. A 15-year study in Germany tracked how people’s life satisfaction changed after unemployment. Unsurprisingly, happiness dipped when they lost their jobs – but what is striking is that even a year later, life satisfaction had not fully recovered.

“Life circumstances can have a lasting impact on our well-being,” William explains. “We shouldn’t assume people can naturally adapt to life-changing events.”

This reminds educators and students that emotional recovery often requires time, intention and support. He reminds us that improving well-being isn’t about instant positivity; it is also about making consistent effort to create conditions where one can truly thrive.

Culture Shapes How We Experience Well-Being

Our social environment also influences how we define and express happiness. For example, people in Western cultures tend to value high-arousal positive emotions such as excitement and enthusiasm. In contrast, many Asian cultures value low-arousal emotions such as calmness, peace and contentment.

“In a lot of Asian cultures, it’s more important to pay attention to your social context and to maintain harmony,” William says. “In the US, which is more individualistic, expressing yourself openly is more acceptable.”

Even the relationship between positive and negative emotions varies across cultures. In the West, people who feel more positive emotions tend to feel fewer negative ones. But in Asia, it’s more common to experience both at once – for instance, feeling grateful and sad at the same time.

“Understanding these cultural differences helps us become more context-sensitive,” he explains. “People from different backgrounds may prefer to feel or express well-being in different ways.”

Well-Being Has Real Benefits

Research shows that positive emotions are beneficial. Happier people are less likely to fall sick, more likely to build strong relationships and even tend to earn more over time. One long-term study found that cheerful college students from 1976 were earning more 20 years later – regardless of how wealthy their families were.

“Many students in Singapore might not see well-being as important,” William observes. “They might even think it is selfish. But it is not. Taking care of your well-being doesn’t take away from success – it supports it.”

Happiness isn’t just a feeling; William reminds us that understanding the science of well-being helps both teachers and learners see that positive well-being builds a strong foundation for healthier, more meaningful and successful lives.