In this chapter, we explore some of the many interpretations of the word ‘wellbeing’. We draw on Ryan and Deci’s phrase ‘positive experience and wellness’ (Advances in motivation science (6). Elsevier, 2019, p.215) to represent some relevant aspects of school wellbeing. Our own interpretation of wellbeing, in relation to school-children, also chimes with White’s (Exploring well-being in schools: A guide to making children’s lives more fulfilling. Routledge, 2011) definition as follows: ‘Autonomous, whole-hearted and successful engagement in worthwhile activities and relationships … engaging now in worthwhile pursuits’ (p.131). This is the definition that underpins our analysis of the CLIPS children’s narratives. We also consider how the United Nations Children’s Rights Charter (UNCRC) of 1989 can help us navigate wellbeing, by directing schooling practices towards children being protected and cared for; being developed in mental and physical strengths and interests; being given appropriate and equal opportunities for cultural, artistic, recreational and leisure activities; and being allowed freedom of thought, conscience, religion and expressing themselves. We compare these aims with some policy documents in England recently that seem to promote wellbeing while at the same time encouraging practices, such as grouping by attainment, that erode wellbeing for those in lower-status groups. We conclude this chapter by examining in greater detail how Self-Determination Theory [Ryan & Deci (Advances in motivation science (6). Elsevier, 2019)] construes wellbeing. Its definition of wellbeing includes healthy self-functioning, integrity and a general positive self-concept. They claim it is aligned to: ‘The spontaneous propensity of people to take interest in their inner and outer worlds in an attempt to engage, interact, master, and understand’ (Ibid., p.215).