This chapter lays out how our life-histories suggested that an increased Sense of Relatedness could influence a child’s trajectory towards wellbeing. This accords with the recent research literature, reported in this chapter, which supports the links between Sense of Competence, Sense of Relatedness and wellbeing. By Sense of Relatedness, we mean a child having a sense of belongingness and/or connectedness to group/others, having a sense of purpose and a vision of potential benefit with and for the group. It can entail feeling respected, having good status, being valued, experiences of closeness, warmth, respect, value, acceptance, trust, participation, cooperation and/or care. The life-histories indicated the particular importance of friendships for children with a low Sense of Competence. Many of the CLIPS children described troubled relationships within schooling and a sense of alienation. This seemed to be exacerbated by a possibly lowered Sense of Competence as ‘lower-attainers’, which made relationships more tricky in various ways, including by being kept in class during playtimes to finish work and being split up from friends by Attainment Grouping. Despite the clear link between Sense of Relatedness and wellbeing, both in our data and in recent academic literature, it appeared that it was not systemically recognised as playing the key role it manifestly did for some children.