Well-being in education has gained increasing relevance in both international and academic agendas, positioning itself as an essential component for the holistic development of students and educators. This introductory chapter aims to establish a conceptual framework of well-being in educational contexts, articulating key theoretical models and global evidence that support its promotion from early childhood through higher education. The integration of hedonic and eudaimonic approaches is emphasized, as they offer a comprehensive understanding of the complexity of well-being and its influence on learning, mental health, and school climate. The chapter underscores the need to move toward educational practices that address the emotional, social, and psychological well-being of all educational actors. Its relevance is further supported by international evidence that recognizes well-being as a human right and a necessary condition for ensuring equitable and high-quality education. The implications discussed call for the development of public policies, context-sensitive pedagogical approaches, and inclusive strategies that promote both individual and collective flourishing within educational institutions.