This chapter describes the evolution and impact of a well-being project which was co-created by an educational adviser with experience of positive psychology and psychodynamic theory and a cluster of schools in areas of urban deprivation in the north of England. It argues that such projects need to be underpinned by a philosophy of education and suggests that there are three important levels of thinking and action for education—theory, framework, and practice. Finally, it argues for a specifically educational theory of well-being and what that might contain.
