Student Wellbeing as a Relational and Collective Process: Exploring Voices, Experiences, and Enactments Through Educational Ethnography

ABSTRACT Based on educational ethnography and co‐creative methods conducted in a Danish school context, I center student voices to examine how wellbeing is experienced and negotiated in everyday school life. The article takes a relational and collective perspective as its point of departure yet adopts an exploratory stance that also considers the underlying assumptions embedded in individualistic approaches to wellbeing. The findings argue that wellbeing is a shared, context‐sensitive endeavor, calling for inclusive approaches rooted in relationships, community and the lived realities of students.