Ros McLellan is Senior Lecturer in the Faculty of Education, University of Cambridge, and a psychologist with a background in secondary teaching in the UK. She is PI of a recent collaborative British Council project funded through the Newton Institutional Links Programme with the Al Farabi Foundation involving research with Nazarbayev University in Kazakhstan to investigate young people’s wellbeing in that context. Previous wellbeing projects focus on the impact of creative practitioners working with young people in the classroom, and transition from primary to secondary school. Research interests also include teacher learning and development, achievement motivation, and gender.Carole Faucher is a professor in anthropology currently affiliated with the Moray House School of Education at the University of Edinburgh. Previously, she has held faculty positions at Nazarbayev University Graduate School of Education in Kazakhstan, the University of Tsukuba in Japan, and the National University of Singapore.  Her research primarily focuses on issues pertaining to student wellbeing, health education and social identity processes among children and young people living in fragile settings. She has conducted research in Southeast Asia and Central Asia and has published extensively on these topics.Venka Simovska is Professor in School Development, Learning and Wellbeing at the Danish School of Education (DPU) Aarhus University, in Copenhagen, Denmark. She is currently a member of the steering committee for Schools for Health in Europe (SHE) Research Group, and a co-convenor for Health and Wellbeing Education Research Network within the EERA (European Educational Research Association). Simovska’s interdisciplinary research interests combine educational theory, psychology and health/wellbeing promotion in schools. Her work involves qualitative and plural research approaches within interpretive and (post)critical paradigms. Latest publication: The Making ofWellbeing Measurement: A (Kind of) Study Protocol 2021). Outlines – Critical Practice Studies Vol. 22/1 (together with O’Toole, C.)

• Chapter 1. Introduction.- Part I. Re-examining conceptualisations of wellbeing in education.- Chapter 2. Wellbeing and Education: Connecting Mind, Body and World.- Chapter 3. Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance?.- Chapter 4. Positive education, schooling and the well-being assemblage: Old and new approaches to educating the ‘whole child’.- Part II. School environments, schooling, and wellbeing.- Chapter 5. Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective.- Chapter 6. Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers.- Chapter 7. Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks.- Part III. The significance of cultural contexts.- Chapter 8. Laying the foundation for wellbeing in youth in New Zealand:Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework.- Chapter 9. Developing a Culturally Appropriate Tool to Assess Young Peo-ple’s Wellbeing in Kazakhstan: A Derived Etic Approach.- Chapter 10. Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea.- Part IV. Amplifying children's voices.- Chapter 11. School violence and wellbeing in southern Ecuador: Exploring popular perceptions and official discourse paradoxes.- Chapter 12. Re-imagining Mental Wellbeing Strategies in Schools.

Ros McLellan is Senior Lecturer in the Faculty of Education, University of Cambridge, and a psychologist with a background in secondary teaching in the UK. She is PI of a recent collaborative British Council project funded through the Newton Institutional Links Programme with the Al Farabi Foundation involving research with Nazarbayev University in Kazakhstan to investigate young people’s wellbeing in that context. Previous wellbeing projects focus on the impact of creative practitioners working with young people in the classroom, and transition from primary to secondary school. Research interests also include teacher learning and development, achievement motivation, and gender.Carole Faucher is a professor in anthropology currently affiliated with the Moray House School of Education at the University of Edinburgh. Previously, she has held faculty positions at Nazarbayev University Graduate School of Education in Kazakhstan, the University of Tsukuba in Japan, and the National University of Singapore.  Her research primarily focuses on issues pertaining to student wellbeing, health education and social identity processes among children and young people living in fragile settings. She has conducted research in Southeast Asia and Central Asia and has published extensively on these topics.Venka Simovska is Professor in School Development, Learning and Wellbeing at the Danish School of Education (DPU) Aarhus University, in Copenhagen, Denmark. She is currently a member of the steering committee for Schools for Health in Europe (SHE) Research Group, and a co-convenor for Health and Wellbeing Education Research Network within the EERA (European Educational Research Association). Simovska’s interdisciplinary research interests combine educational theory, psychology and health/wellbeing promotion in schools. Her work involves qualitative and plural research approaches within interpretive and (post)critical paradigms. Latest publication: The Making ofWellbeing Measurement: A (Kind of) Study Protocol 2021). Outlines – Critical Practice Studies Vol. 22/1 (together with O’Toole, C.)

• Chapter 1. Introduction.- Part I. Re-examining conceptualisations of wellbeing in education.- Chapter 2. Wellbeing and Education: Connecting Mind, Body and World.- Chapter 3. Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance?.- Chapter 4. Positive education, schooling and the well-being assemblage: Old and new approaches to educating the ‘whole child’.- Part II. School environments, schooling, and wellbeing.- Chapter 5. Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective.- Chapter 6. Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers.- Chapter 7. Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks.- Part III. The significance of cultural contexts.- Chapter 8. Laying the foundation for wellbeing in youth in New Zealand:Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework.- Chapter 9. Developing a Culturally Appropriate Tool to Assess Young Peo-ple’s Wellbeing in Kazakhstan: A Derived Etic Approach.- Chapter 10. Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea.- Part IV. Amplifying children's voices.- Chapter 11. School violence and wellbeing in southern Ecuador: Exploring popular perceptions and official discourse paradoxes.- Chapter 12. Re-imagining Mental Wellbeing Strategies in Schools.

Ros McLellan is Senior Lecturer in the Faculty of Education, University of Cambridge, and a psychologist with a background in secondary teaching in the UK. She is PI of a recent collaborative British Council project funded through the Newton Institutional Links Programme with the Al Farabi Foundation involving research with Nazarbayev University in Kazakhstan to investigate young people’s wellbeing in that context. Previous wellbeing projects focus on the impact of creative practitioners working with young people in the classroom, and transition from primary to secondary school. Research interests also include teacher learning and development, achievement motivation, and gender.Carole Faucher is a professor in anthropology currently affiliated with the Moray House School of Education at the University of Edinburgh. Previously, she has held faculty positions at Nazarbayev University Graduate School of Education in Kazakhstan, the University of Tsukuba in Japan, and the National University of Singapore.  Her research primarily focuses on issues pertaining to student wellbeing, health education and social identity processes among children and young people living in fragile settings. She has conducted research in Southeast Asia and Central Asia and has published extensively on these topics.Venka Simovska is Professor in School Development, Learning and Wellbeing at the Danish School of Education (DPU) Aarhus University, in Copenhagen, Denmark. She is currently a member of the steering committee for Schools for Health in Europe (SHE) Research Group, and a co-convenor for Health and Wellbeing Education Research Network within the EERA (European Educational Research Association). Simovska’s interdisciplinary research interests combine educational theory, psychology and health/wellbeing promotion in schools. Her work involves qualitative and plural research approaches within interpretive and (post)critical paradigms. Latest publication: The Making ofWellbeing Measurement: A (Kind of) Study Protocol 2021). Outlines – Critical Practice Studies Vol. 22/1 (together with O’Toole, C.)

• Chapter 1. Introduction.- Part I. Re-examining conceptualisations of wellbeing in education.- Chapter 2. Wellbeing and Education: Connecting Mind, Body and World.- Chapter 3. Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance?.- Chapter 4. Positive education, schooling and the well-being assemblage: Old and new approaches to educating the ‘whole child’.- Part II. School environments, schooling, and wellbeing.- Chapter 5. Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective.- Chapter 6. Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers.- Chapter 7. Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks.- Part III. The significance of cultural contexts.- Chapter 8. Laying the foundation for wellbeing in youth in New Zealand:Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework.- Chapter 9. Developing a Culturally Appropriate Tool to Assess Young Peo-ple’s Wellbeing in Kazakhstan: A Derived Etic Approach.- Chapter 10. Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea.- Part IV. Amplifying children's voices.- Chapter 11. School violence and wellbeing in southern Ecuador: Exploring popular perceptions and official discourse paradoxes.- Chapter 12. Re-imagining Mental Wellbeing Strategies in Schools.