I believe we can promote "flow" by assigning meaningful problems, that are not routine. Thinking hard about a mathematical problem could push the student into the flow state. I've never experienced flow before while doing math, and Mihaly mentions that you need 10+ years of experience in a field and flow would come while doing something creative in math. It would be difficult to do this with students, since flow seems to depend on grade and mathematical maturity. However, creativity can be tapped into by assigning problems that require it.
In terms of activities, only group activities come to mind where students might feel immersed in the problem. Being surrounded by others and having a common goal (solving the problem at hand), could lead to flow. The problem of happiness comes from many things, which would include the general atmosphere of the class, and a desire to show up to class. Being an engaging teacher that cares, in my opinion, can go a long way when it comes to solving this issue.
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