ABSTRACT
Wellbeing Literacy (WL) is conceptualised as the habitual, intentional language use about and for the wellbeing of self and the wellbeing of others. It is language use capability, what we can be and what we can do, with language, for the sake of wellbeing of oneself or others. We argue that this capability can be transformative and emancipatory for individuals and communities, enabling one to live a life with value, freedom and wellbeing. Wellbeing literacy, and its six modes of communication, link well with existing literacy curriculum and structures within education systems. An opportunity exists amongst the crisis to change education broadly and, specifically, wellbeing and resilience education through the intentional use of language about and for wellbeing, during times of adversity and change. This chapter discusses wellbeing literacy, as a model and capability for transforming wellbeing and wellbeing education, both during and post the COVID-19 pandemic.
