The understanding of well-being as an important goal for individuals and for communities has gained real traction in recent years. Yet the idea of “learning for well-being” is still only at the margins in schools the world over. Curricula for twenty-first century skills continues to focus primarily on the academic subjects and on transversal skills such as critical thinking and problem solving while programs that support well-being tend to be extra-curricular.
This report examines how to define, measure and foster learning for well-being in schools and through policies. It analyses six case studies of positive practices from different regions and identifies some of the common principles that can serve as a framework for innovators working in other contexts. It also develops recommendations to actively promote well-being at the level of international frameworks, national education policies and schools.
This report has been reviewed by:
- Dr. Antony Morgan, Programme Leader, MSc Public Health with Social Action, School of Health and Life Sciences, Glasgow Caledonian University
- Dr. Dominic Richardson, Policy Analyst: Child Well-being, Social Policy Division, DELSA, OECD
