Governments worldwide, including India, recognize schools as vital platforms for promoting population health. Indian education policies have consistently incorporated health provisions since independence. Recent health initiatives, such as the School Health Program under Ayushman Bharat, have placed a significant emphasis on “well-being” and “wellness” within educational settings. The increasing focus on well-being is part of the expansion of the concept of “health,” which has gradually progressed over time through successive policies. National Education Policy 2020 frequently mentions the term well-being in contrast to earlier policies—National Education Policy 1968 and 1986, where its presence was more limited. Despite this increased focus, the interchangeable use of the terms “wellness” and “well-being” has led to conceptual ambiguity, complicating its effective implementation. The broad scope of “well-being” risks turning it into a catch-all term, reducing it to a rhetoric rather than a concrete, actionable framework. Additionally, intense academic competition, high student–teacher ratio, and existing gaps between well-being initiatives and core curriculum content, all hinder progress. While well-being has become more closely linked to health-related initiatives in education, developing a clear and structured framework remains a critical challenge. Ensuring consistent definitions and measurable outcomes will be essential for translating policy aspirations into tangible outcomes.