ABSTRACT
This chapter may be read as a more empirical and pragmatic sequel to the previous, more theoretical and predictive essay in this volume by this author. A main hypothesis in the previous essay is that “the respect of students, professionals and society [for education in the future] has to be won by convincing quality of educational experience and outcome if to be sustainable, and [that] this requires far more than brute force, mandatory attendance and high-stake accountability. Indeed, rather the opposite as it turns out” (previous chapter by this author, this volume). As a follow-up, this chapter is an explorative discussion of convincing experiences and outcome, with special attention to promises and perils facing educators when attempting to promote this ideal on larger scales by means of well-being surveys. It draws particularly on experiences from Denmark, where well-being has been surveyed in all public schools since 2015 (Knoop, Holstein, Viskum, & Moon Lindskov, 2016, 2017, 2018; Danish Ministry of Education, 2019).
