ABSTRACT
Flourishing comes from values and relationships developed and deepened over time that develop and strengthen the receptive capacities of the brain that enable an individual to appropriately emotionally respond to life events. This chapter deals with a discussion of what constitutes flourishing. It then explores why flourishing is important, particularly in educational settings and specifically with regards to practitioners. The concept of flourishing is now being considered within educational settings alongside notions of well-being and resilience. In the UK, unlike other European countries, the workforce remains predominantly female and whilst there has been a focus on up-skilling over the last two decades many settings do not have graduates in place. The practitioners suggested that the gendered nature of the workforce was one of the reasons the sector is not always treated positively. Practitioners who are enabled to engage with each other to talk, to reflect, to develop are enabled to flourish.
