The link between health and well-being has been well established for decades and is clear from the WHO’s definition of health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (WHO, Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, 1948). In 2015, well-being was added to the Sustainable Development Goals (SDGs) of the United Nations. It is in fact in the health domain that well-being discourse is most common. Very few health institutions or promoters can afford to exclude the notion of well-being when formulating health policies. But it is equally true in education in low, medium, and high income countries with, for example, the Education for Well-being Program in the UK, France’s Well-being and Education of Students, the Psychosocial Support Programs for Learner and Teacher Well-being in South Africa, and the School Health and Wellness Program in India. These all place clear emphasis on mental health in their well-being frameworks. Similar initiatives have also been taken across higher education establishments. Further, well-being at work has been the focus of many micro and macro initiatives, taking into consideration stress and quality of life factors affecting employees.