Contemplative Practices and the Concern for Well-Being in Schools

A Well-Being Pedagogy

Abstract

Over the last two decades, well-being in schools has become a major concern to educators, communities, and researchers. At the same time, there is a two-thousand-year-old tradition of contemplative studies that has been mostly ignored in the concern for well-being in schools. This conceptual and theoretical article makes the case for a central role of the latter to advance the former for an education system that places student well-being at the core of its purpose.