This open access book explores schooling from the perspective of children via data from a longitudinal life-history study. It questions whether schooling creates an environment where all children to flourish; or whether a policy focus on attainment in mathematics and English hinders some children?s wellbeing and learning. By drawing on the children?s life-history narratives and their ideas, the chapters also portray children?s realistic suggestions for practices that meet the needs of diverse children and strengthen their comprehensive wellbeing and learning within schooling.