Zeta Williams-Brown is a Reader in Education for Social Justice at the University of Wolverhampton. She is leader of the Childhood, Youth and Families Research and Scholarship group for the Education Observatory. She is an executive member and currently Chair of the British Education Studies Association (BESA). Sarah Mander is a Staff Tutor and Lecturer for The Open University. She has 20 years of practice experience in working with children, young people and their families across private, statutory and voluntary sectors. Sarah is currently studying for her Doctoral award and is researching Early Help workforce competencies.

• 1.Understanding the concept of child well-being: domains, dimensions and discourses 2.The concept of resilience and implications for interventions in schools 3.Well-being, Mental Health and the Student Population 4.Listening to children: the rights of the child 5.What does resilience mean to children? 6.The importance of positive peer relationships for child well-being and resilience 7.Mental Health in Digital Lives 8.Well-being and outdoor learning 9.The role of mindfulness in supporting well-being in young children 10.Education and Social Work working collaboratively to support vulnerable families: benefits and tensions 11.Solution-Focused Resilience Work: from the fantastical to the real 12.The Flourishing Practitioner 13.Developing a resilient nation. Devolution and the Welsh approach to enhancing well-being 14.Well-being as a right: Challenging the role of educational professionals in supporting children in Italian schools 15.The role of the kindergarten in children’s well-being and resilience: the case of Norway

Zeta Williams-Brown is a Reader in Education for Social Justice at the University of Wolverhampton. She is leader of the Childhood, Youth and Families Research and Scholarship group for the Education Observatory. She is an executive member and currently Chair of the British Education Studies Association (BESA). Sarah Mander is a Staff Tutor and Lecturer for The Open University. She has 20 years of practice experience in working with children, young people and their families across private, statutory and voluntary sectors. Sarah is currently studying for her Doctoral award and is researching Early Help workforce competencies.

• 1.Understanding the concept of child well-being: domains, dimensions and discourses 2.The concept of resilience and implications for interventions in schools 3.Well-being, Mental Health and the Student Population 4.Listening to children: the rights of the child 5.What does resilience mean to children? 6.The importance of positive peer relationships for child well-being and resilience 7.Mental Health in Digital Lives 8.Well-being and outdoor learning 9.The role of mindfulness in supporting well-being in young children 10.Education and Social Work working collaboratively to support vulnerable families: benefits and tensions 11.Solution-Focused Resilience Work: from the fantastical to the real 12.The Flourishing Practitioner 13.Developing a resilient nation. Devolution and the Welsh approach to enhancing well-being 14.Well-being as a right: Challenging the role of educational professionals in supporting children in Italian schools 15.The role of the kindergarten in children’s well-being and resilience: the case of Norway

Zeta Williams-Brown is a Reader in Education for Social Justice at the University of Wolverhampton. She is leader of the Childhood, Youth and Families Research and Scholarship group for the Education Observatory. She is an executive member and currently Chair of the British Education Studies Association (BESA). Sarah Mander is a Staff Tutor and Lecturer for The Open University. She has 20 years of practice experience in working with children, young people and their families across private, statutory and voluntary sectors. Sarah is currently studying for her Doctoral award and is researching Early Help workforce competencies.

• 1.Understanding the concept of child well-being: domains, dimensions and discourses 2.The concept of resilience and implications for interventions in schools 3.Well-being, Mental Health and the Student Population 4.Listening to children: the rights of the child 5.What does resilience mean to children? 6.The importance of positive peer relationships for child well-being and resilience 7.Mental Health in Digital Lives 8.Well-being and outdoor learning 9.The role of mindfulness in supporting well-being in young children 10.Education and Social Work working collaboratively to support vulnerable families: benefits and tensions 11.Solution-Focused Resilience Work: from the fantastical to the real 12.The Flourishing Practitioner 13.Developing a resilient nation. Devolution and the Welsh approach to enhancing well-being 14.Well-being as a right: Challenging the role of educational professionals in supporting children in Italian schools 15.The role of the kindergarten in children’s well-being and resilience: the case of Norway