![]() Using a qualitative analysis approach, an integrative review of the literature was conducted. At the same time, the psychological study of wisdom has generated over 24 different definitions of wisdom. Insights into situational factors that could nudge individuals towards wiser reasoning are emerging and the importance of meaning-making, emotions and social interactions are being highlighted. Whilst wisdom is often seen as the pinnacle of human development beyond the reach of most people, recent findings are suggesting that access to wise thinking may be more variable than previously thought. Numerous studies are casting light onto the nature of wisdom and its development. In recent years, the psychological study of wisdom has begun in earnest. To conclude, I argue that when making policy recommendations researchers should avoid 'all or nothing' thinking which lures governments into false dichotomies. I underline four main gaps in current knowledge of the wellbeing-achievement relationship to date: the need for (1) multidimensional conceptualisation and measurement of wellbeing, (2) exploration of mediating mechanisms/constructs explaining the wellbeing-achievement relationship, (3) objective operationalisation of achievement, and (4) investigation of developmental differences. However, this relationship is not straightforward and requires careful disentangling of the hedonic and eudaimonic components of wellbeing. I argue that far from being incompatible, children's wellbeing and achievement are positively associated. In this article, I discuss the theoretical assumptions underpinning transnational comparisons of children's wellbeing and review evidence from psychology and education to ascertain whether a trade-off is empirically supported. Using PISA 2012 data, Heller-Sahlgren argues that pupil happiness and high achievement do not go hand in hand implying policymakers have a decision to make about which they uphold as the priority. Recently, Gabriel Heller-Sahlgren proposed that there is an inevitable 'trade-off' between children's 'wellbeing' and their academic achievement. While recent changes to curriculum policy promoting children's wellbeing have been introduced, a notable feature of the discourse surrounding the promotion of children's wellbeing is that wellbeing is regarded as opposed to, or in tension with, children's academic achievement. Research conducted in England over the last decade has documented sustained, significant decreases in children's wellbeing.
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