In this groundbreaking collection, editors 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.

Autorentext

Lindsay 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.'