The current study is grounded in positive psychology. Schoolchildren served as the working domain because it was the researcher's area of interest. Working with students raises a variety of issues and opportunities. The goal of this study is to provide psychological treatments to improve schoolchildren's subjective wellbeing. The researcher has always been enthusiastic about working with the student population and was motivated to complete projects that would be practically useful in assisting the school as a whole in guiding kids toward academics, personal development, and improved SWB. The SWB metrics seem to be valid enough to support advancement in the field. In developed countries, subjective well-being is generally positive, while individual degrees of pleasant affect, unpleasant affect, and life satisfaction do vary. Temperament has been identified as a key factor in several proposed reasons of the individual variability in SWB. Goals, cognitive preferences, and activities of individuals are additional likely impacts of SWB. External factors frequently have less of an impact on SWB than is commonly thought, presumably because people may partially adapt to them. However, stark situational contrasts, such as those between the richest and poorest countries, do seem to have an impact on SWB. Values are associated to good SWB in that people are more likely to sense well-being when they are engaged in goal-oriented activities that they value highly.