Fulfilment tends to occur when we are able to act in ways that reflect our true interests and our true selves, and which align with our personal values. This in turn can give us a sense of achievement and a sense of growth, that we are developing in ways which are important to us as individuals. Fulfilment is also a key element in human flourishing. It can play a role in feelings of positively and hence in minimising episodes of depression and anxiety. It also tends to link to positive relationships which are supportive of individuals becoming fulfilled in their lives, and together these can give energy to individuals to overcome challenges they might meet.

Fulfilment is not a 'nice to have', it is a core human need and is foundational to us leading a meaningful life where we feel connected to others and to ourselves. Without it we are not able to thrive, relate or grow throughout our life course.

In educational settings developing contexts for a feeling of fulfilment are therefore crucial. I would argue that too often, current schools are orientated in ways which leave some children never feeling a sense of fulfilment; no surprise then that there are mental health crises amongst children and young people in some countries.

To give individuals (both children and adults) the opportunity to feel a sense of fulfilment in educational settings they need to have a sense of:

• purpose: seeing how their learning/work fits into a wider landscape and giving them opportunities for decision-making and involvement in the processes of which they are a part.

• growth: challenge individuals, but within a supportive environment which sees failure as part of the learning process, and which sees reflection as central to personal growth. It is also relates to celebrating progress and effort as well as success, and relating this to personal growth rather than to some imagined 'norm'.   

• connection: creating inclusive cultures and collaborative environments where strong, positive relationships can grow. Hence, a strong link to belonging.

• autonomy and voice: enabling choice and fostering decision-making in individuals to help foster autonomy, and enabling the voicing of opinions to help shape the work and learning involved in the environment.

• values and contribution: ensuring that there is an element of service learning where individuals connect with local communities beyond the immediate educational environment. To explicitly consider ethics and productive and meaningful ways of living, and celebrate the wider contribution individuals make within and beyond their educational environment.