This book intended to explore the concept and implementation of wellbeing in education, combining theoretical models with case studies from six South-Eastern European countries. By juxtaposing theory with field-based evidence, it provides a rich, multi-level understanding of how emotional, social, and psychological wellbeing is being integrated—or still needs to be—into national educational systems. This book set out to investigate how wellbeing in education is conceptualized, supported, and developed across Europe, with a special focus on the South-Eastern region. The theoretical part laid the groundwork for understanding how educational wellbeing is deeply interwoven with mental health promotion, family dynamics, school climate, and teacher resilience. Drawing on interdisciplinary literature and European policy analyses, these chapters provide a cohesive lens through which to frame subsequent empirical work.