Child well‐being through different lenses: why concept matters

Abstract

ABSTRACT ‘Well‐being’ has entered policy rhetoric in children's services in the UK and other Western developed countries as a companion to other buzzwords of recent years. In order to improve children's well‐being, we need not only a better understanding of what it is and how services can improve it, but also the ability to measure child well‐being in order to evaluate success. This paper explores conceptually and empirically the ‘lenses’ through which child well‐being is often viewed. It considers the relationships between these perspectives, the added value that each one brings and the implications for services.

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