Vicky Randall is an educator, researcher, and consultant in Physical Education and a visiting Associate Professor at the University of Gloucestershire, UK. She is a Fellow of the Higher Education Academy (FHEA) and the Royal Society of Arts (FRSA).Rhiannon Love is a Senior Lecturer at the Institute for Education at the University of Winchester, UK. She is the curriculum lead for Primary Religious Education and Philosophy for Children (P4C). She is a Level One Thoughtful (SAPERE) P4C Trainer and a Senior Fellow of the Higher Education Academy (SFHEA).

• Chapter 1. An Introduction to a Pedagogy of Wellbeing; Vicky Randall, Rhiannon Love, and Claire Hannah-RussellChapter 2. Slowing the Pace, Deepening the Practice: Philosophy for Children as a Pedagogical Tool for Wellbeing; Rhiannon LoveChapter 3. Creating a More Care-Full Pedagogy; Julie PearsonChapter 4. Movement as an Embodied Pedagogy; Vicky RandallChapter 5. Pedagogies of Play within a Person-Centred Approach; Amanda NormanChapter 6. Children in Armed Forces Families: Understanding the Benefits and Vulnerabilities for Wellbeing; Liam Satchell, Daniel Alfieri, and Rachael GribbleChapter 7. Developing Children's Wellbeing through Dialogic Pedagogies for Critical Digital and Media Literacy; Emma GotoChapter 8. Living Hopefully and Confidently: The Place of PSHE in Developing Children’s Wellbeing in an Uncertain World; Lisa-Marie Martin and Julie WhartonChapter 9. “What Can We Tell the Children?” A Framework for S-A-F-E-ly Discussing Sensitive Histories with Younger Children; Alasdair RichardsonChapter 10. The Importance of Inner Worlds: Pedagogies to Support Children’s Spiritual Wellbeing; Kate Adams

Vicky Randall is an educator, researcher, and consultant in Physical Education and a visiting Associate Professor at the University of Gloucestershire, UK. She is a Fellow of the Higher Education Academy (FHEA) and the Royal Society of Arts (FRSA).Rhiannon Love is a Senior Lecturer at the Institute for Education at the University of Winchester, UK. She is the curriculum lead for Primary Religious Education and Philosophy for Children (P4C). She is a Level One Thoughtful (SAPERE) P4C Trainer and a Senior Fellow of the Higher Education Academy (SFHEA).

• Chapter 1. An Introduction to a Pedagogy of Wellbeing; Vicky Randall, Rhiannon Love, and Claire Hannah-RussellChapter 2. Slowing the Pace, Deepening the Practice: Philosophy for Children as a Pedagogical Tool for Wellbeing; Rhiannon LoveChapter 3. Creating a More Care-Full Pedagogy; Julie PearsonChapter 4. Movement as an Embodied Pedagogy; Vicky RandallChapter 5. Pedagogies of Play within a Person-Centred Approach; Amanda NormanChapter 6. Children in Armed Forces Families: Understanding the Benefits and Vulnerabilities for Wellbeing; Liam Satchell, Daniel Alfieri, and Rachael GribbleChapter 7. Developing Children's Wellbeing through Dialogic Pedagogies for Critical Digital and Media Literacy; Emma GotoChapter 8. Living Hopefully and Confidently: The Place of PSHE in Developing Children’s Wellbeing in an Uncertain World; Lisa-Marie Martin and Julie WhartonChapter 9. “What Can We Tell the Children?” A Framework for S-A-F-E-ly Discussing Sensitive Histories with Younger Children; Alasdair RichardsonChapter 10. The Importance of Inner Worlds: Pedagogies to Support Children’s Spiritual Wellbeing; Kate Adams

Vicky Randall is an educator, researcher, and consultant in Physical Education and a visiting Associate Professor at the University of Gloucestershire, UK. She is a Fellow of the Higher Education Academy (FHEA) and the Royal Society of Arts (FRSA).Rhiannon Love is a Senior Lecturer at the Institute for Education at the University of Winchester, UK. She is the curriculum lead for Primary Religious Education and Philosophy for Children (P4C). She is a Level One Thoughtful (SAPERE) P4C Trainer and a Senior Fellow of the Higher Education Academy (SFHEA).

• Chapter 1. An Introduction to a Pedagogy of Wellbeing; Vicky Randall, Rhiannon Love, and Claire Hannah-RussellChapter 2. Slowing the Pace, Deepening the Practice: Philosophy for Children as a Pedagogical Tool for Wellbeing; Rhiannon LoveChapter 3. Creating a More Care-Full Pedagogy; Julie PearsonChapter 4. Movement as an Embodied Pedagogy; Vicky RandallChapter 5. Pedagogies of Play within a Person-Centred Approach; Amanda NormanChapter 6. Children in Armed Forces Families: Understanding the Benefits and Vulnerabilities for Wellbeing; Liam Satchell, Daniel Alfieri, and Rachael GribbleChapter 7. Developing Children's Wellbeing through Dialogic Pedagogies for Critical Digital and Media Literacy; Emma GotoChapter 8. Living Hopefully and Confidently: The Place of PSHE in Developing Children’s Wellbeing in an Uncertain World; Lisa-Marie Martin and Julie WhartonChapter 9. “What Can We Tell the Children?” A Framework for S-A-F-E-ly Discussing Sensitive Histories with Younger Children; Alasdair RichardsonChapter 10. The Importance of Inner Worlds: Pedagogies to Support Children’s Spiritual Wellbeing; Kate Adams