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It draws on research on young people’s lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literaciesand numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves, and wellbeing, highlighting the role that education plays in shaping identities – and in enabling them to ‘become somebody well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’ but because not all elements are given equal value within our current policy frameworks.  \nIntroduction  \nThe goals of promoting individual and social wellbeing and social cohesion through education pose significant challenges for educational policy. Many policy documents, from state level (Department of Education and Training 2002) national level (Watson 2003) and international level (OECD 2001) explicitly recognise the role of education in promoting individual and social wellbeing and social cohesion. These documents acknowledge that the emergence of new social and economic realities means that the world for which we are preparing young people is changing, and we may need to offer new areas of learning and promote new skills. While older educational agendas, especially in relation to ensuring literacies and numeracy, remain relevant, wellbeing is being seen as a new area of relevance to education. This recognition draws on  \nThe Australian Educational Researcher, Volume 34, Number 3, December 2007 •35  \nJOHANNA WYN  \nemerging understandings which define health as more than simply the absence of disease and infirmity. Social understandings of health have moved away from a focus on pathology, and instead employ the concept of wellbeing, which may be defined as access to resources, material and cultural, that sustain life at a high level of satisfaction (Levin & Browner 2005) .  \nI argue that a focus on wellbeing in education is important today because of the conditions under which young people are living. It has become increasingly necessary for young people to have the skills and capacities to manage uncertainty and complexity. In order to illustrate this point very briefly, I draw from the longitudinal Life-Patterns study of Victorian youth who were educated in the 1980s (Dwyer & Wyn 2001) . The following brief quotes are selected reflections on what has happened to them since they left school, highlighting the tenuous links between education and employment and the need to be flexible and capable of managing change:  \nOften it takes people longer to discover what they really want to do.  \nThey do this by changing education streams and job opportunities and then finally find something they like doing. It took me a long time, many courses and different experiences, but I finally got what I enjoy (30 year old male) .  \nI never knew what I wanted to be in high school and still don’t. Most of my friends are the same. Even ones who did know are now looking into other areas of employment. The days of staying in one job forever are gone. I can’t see myself in this job (nurse) much longer. Sounderpaid compared to people in business areas (31 year old female) .  \nSocial and health balance h","cbCaibxuAxtr9Tw0","https://ap.wps.com/l/cbCaibxuAxtr9Tw0","pdf",89189,18,"English","# Abstract\n# Introduction\n## Wellbeing and social cohesion in policy\n## Health as wellbeing: changing understandings\n## Youth conditions, uncertainty, and capacities\n## Education–employment links from longitudinal study\n# Policy implications\n## Health-related interventions and contradictory policy goals","[{\"question\":\"Why does the article emphasize wellbeing in education today?\",\"answer\":\"It argues that young people need skills and capacities to manage uncertainty and complexity, and education should help them live well. It links wellbeing to identity formation shaped through schooling.\"}]","Learning to ‘become somebody well’ - Challenges for Educational Policy | PDF",1792077203,45]