In this groundbreaking collection, editors Lindsay G. Oades, Narelle Lemon, Jacqui Francis, and Tim Lomas explore wellbeing literacy—the capability to understand and effectively use wellbeing language to enhance flourishing for oneself, others, and society. Drawing together international scholars across diverse disciplines, this volume examines how intentional communication about wellbeing serves as a critical mechanism for personal and collective thriving.
Moving beyond simplistic approaches to wellbeing, the contributors investigate how wellbeing literacy functions as a relational, contextual, and holistic capability that bridges individual experience with broader social systems. Chapters examine wellbeing literacy across different life domains, cultural contexts, and developmental stages, offering both theoretical frameworks and practical applications.
This pioneering work challenges readers to consider: How does wellbeing literacy manifest in various contexts? What role does it play in policy development? How might it serve as a lever for social change? Through multimodal and interdisciplinary perspectives, the collection illuminates the dynamic interplay between language, knowledge, and skills that enable flourishing across individual, communal, and systemic levels.
Essential reading for researchers, educators, and practitioners seeking innovative approaches to fostering wellbeing in an increasingly complex world.
About the EditorsLindsay G. Oades PhD is Professor of Wellbeing Science and Deputy Dean of the Faculty of Education, The University of Melbourne, Australia.
Narelle Lemon is a Vice Chancellor Professorial Research Fellow at Edith Cowan University, Australia, Lead of the Wellbeing and Education Research Community, and is an interdisciplinary scholar across arts, education and positive psychology.
Jacqui Francis Ph.D. is a Lecturer at the Centre for Wellbeing Science (CWS) at the University of Melbourne (UoM), Australia, and Director for the Masters of Applied Positive Psychology. She has chapters co-authored in
Wellbeing and Resilience Education, The Handbook of Positive Psychology in Schools, and
The International Handbook of Positive Education.
Tim Lomas, PhD, is a Psychology Research Scientist in the Department of Epidemiology at the Harvard T.H. Chan School of Public Health, USA, and part of the Human Flourishing Program at Harvard University. His main research focus is exploring cross-cultural perspectives on wellbeing, especially concepts and practices deemed ‘non-Western.’
Industry Reviews
"This timely and thought-provoking volume offers a compelling exploration of wellbeing literacy as a transformative capability for education and beyond. By weaving together diverse voices across disciplines and cultures, the editors present a bold and clear framework for understanding how language and intentional communication shape personal, collective, and systemic wellbeing. The book presents a compelling case for wellbeing literacy as the capability to comprehend and compose wellbeing-related language—across contexts—with the intention of enhancing the wellbeing of oneself, others, or the world. As I read, I found myself not only resonating with this definition, but also committed to cultivating this capability with my colleagues in our shared professional and educational spaces. It is an indispensable resource for educators, policymakers, and wellbeing practitioners striving to build more reflective, connected, and thriving communities."
- Dr Tayyab Rashid, Research Affiliate The Human Flourishing Program, Harvard University
“This book makes a timely and globally significant contribution to wellbeing science. With a clear framework on the language, knowledge, and skills needed for understanding and communicating wellbeing, it features diverse multidisciplinary and multicultural contributions from international scholars. Offering actionable insights, it showcases how wellbeing literacy can be fostered across educational and community contexts contributing to empowering individuals and communities to flourish. Bridging theory and practice, this volume is an invaluable resource for professionals, educators, policymakers, and researchers worldwide”.
- Professor Do Coyle, Chair in Languages Education and Classroom Pedagogy, University of Edinburgh
