This final chapter brings together our interpretations of CLIPS children’s life-histories and suggests implications for imagining schooling as a positive experience which promotes wellbeing. We indicate how the theories of Fraser from political science and Ryan and Deci from social psychology enriched our understandings of both wellbeing; and social justice synergies between the two; when applied to the CLIPS data. Watkins’ pedagogical distinction between learning and performance in schooling allowed us to draw well-targeted implications out of our data—in particular because children’s own voices informed and directed these. This rich set of sources added insights into our psychological understandings of children’s motivational Orientations in schooling which appear to be dependent on all children being constantly supported to have a strong Sense of Competence, Autonomy (Agency) and Relatedness. They highlight too how influences of a global performative schooling system influence individual children’s everyday experiences, often leading those who are lower-attainers in mathematics and English to experience status subordination. In this chapter, we present some implications of the life-histories in relation specifically to the following aspects of social justice: Redistribution, suggesting transformative remedies at national or international level; and Recognition and Representation, providing affirmative remedies at school and classroom level.