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2020, Vol. 3(3) 437–451 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120935127](DOI: 10.1177/2096531120935127)[ ](DOI: 10.1177/2096531120935127)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Singapore’s education system is known for its robust curriculum and excellent results. It is also a system of keen competitiveness and high pressure. This article addresses how such an education system responds to the issue of student well-being.  \nDesign/Approach/Methods: This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system, which have a bearing on the issue of student wellbeing.  \nFindings: This article argues that while there are direct efforts to address student well-being, the direction Singapore is taking is to pursue a holistic education paradigm, in which education is engaging, joyful, meaningful, and values-based. This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose. While there are challenges associated with these changes, the Singapore experience suggests that the more we focus on holistic education, rather than interpret student well-being narrowly, the more wellness the students may actually and eventually experience.  \nOriginality/Value: This article brings to readers learning points from Singapore regarding student well-being, as the country grapples with change to develop a generation of young people, whose beings are and will continue to be well.  \nCorresponding author:  \nPak Tee Ng, National Institute of Education, Nanyang Technological University, Singapore. Email: [paktee.ng@nie.edu.sg](paktee.ng@nie.edu.sg)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nCompetition, examination, social emotional learning, stress, student well-being Date received: 19 February 2020; accepted: 27 May 2020  \nIntroduction  \nIn the introductory article of this special issue, the editors have argued that after decades of focusing narrowly on academic achievements, many education systems have shifted their attention to the issue of student well-being, a rather belated move to address increasing student stress and anxiety. There are different ways of understanding the concept of student well-being. For example, according to Bornstein (2003), well-being is the state of successful performance of physical, cognitive, and social–emotional functions, which results in productive activities, fulfilling social relationships, transcendence of problems, and a sense of satisfaction associated with fulfilling one’s potential. According to Seligman (2012), well-being is about feeling good by experiencing the five elements of positive emotion, engagement, meaning, good relationships, and accomplishment. Generally, the idea behind student well-being is that students should experience a holistic form of wellness. This appears to be quite sensible, but although there has been significant attention paid to conceptualizing and evaluating student well-being, this remains a narrowly defined, if not ill-defined, area of practice (read, e.g., Ereaut & Whiting, 2008; Soutter et al., 2014) .  \nMany in","cbCaih9SrUc67giA","https://ap.wps.com/l/cbCaih9SrUc67giA","pdf",206099,15,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction","[{\"question\":\"What problem does the article address regarding Singapore’s education system?\",\"answer\":\"It addresses how Singapore’s highly competitive, high-pressure education system responds to the issue of student well-being.\"},{\"question\":\"What approach does the article use to analyze student well-being?\",\"answer\":\"It analyzes recent initiatives and shifts in Singapore’s education philosophy that bear on student well-being.\"},{\"question\":\"What is the central argument about how Singapore should address student well-being?\",\"answer\":\"The article argues that moving toward a holistic education paradigm—engaging, joyful, meaningful, and values-based—can better support students’ wellness than interpreting well-being narrowly.\"}]","The Paradoxes of Student Well-being in Singapore | PDF",1792092017,38]