The Science of Flourishing in Child and Adolescent Development

Dusana Dorjee, Robert Roeser

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


Since ancient times, the question of what
it means to truly live a life of flourishing
has been contemplated, debated and pursued.
This chapter reviews contemporary scientific
research on flourishing in psychological science
and neuroscience, linking this contemporary
scholarship to the classical idea that flourishing
emerges over time from the support, practice
and development of various skills. From this
foundation, we cast research on flourishing
into an explicitly developmental systems,
contemplative science framework in an effort
to: (a) describe the development of flourishing
from infancy through childhood and adolescence
to early adulthood years in terms of specific
underlying skills; (b) explain variation in the
development of flourishing and these underlying
skills in terms of key biological and social contextual factors that transact across levels of
analysis and time; and thereby (c) optimize the
development of flourishing across the "first two
decades of life by identifying key opportunities
for targeting specific malleable skills aimed at
enrichment in families, schools and communities
in order to prevent problems and promote
Original languageEnglish
Title of host publicationEducation and human flourishing, in Reimagining education: The International Science and Evidence based Education Assessment
Publication statusPublished - 2022

Cite this