During the last many years several studies on well-being have been carried out. This kind of researches are firstly founded on the idea that “to live well and happy” is a realizable aspiration of our lives, secondly on the thought that a “good life” doesn’t depend only on living under good material conditions, and finally on the worry about social indicators, living standards, and welfare policies. Traditionally, studies on well-being have been largely developed with adult samples. But in recent decades, childhood has gone from being a matter of the domestic realm to a public issue, deserving of the attention of all citizens, and being included on the agendas of most international agencies. This increase in social and political concern for child well-being is making scientific interest turning towards this population segment. To obtain information on levels of well-being and living conditions of children, usually, parents have been interrogated, and some studies that use children as informants are being developed too. In this research paper we will not ask children, or their parents but who, in the medium term, will become teachers, that is, the ones who will work at school centers where these children will spend much of their childhood. Our general purpose will not stablish an index of child well-being, but to know which factors of child well-being are recognized by students of education and how they priorized them. In order to achieve this objective we will firstly recognize the important role that as educational agents, teachers and other education professionals play in child well-being. This importance is reinforced by the fact that children themselves point the school as one of their most important areas of development and relationship. And second, we would like to consider the fact that teachers and other education professionals will focus their educational action on those aspects of child well-being which they consider most relevant. Factors of child well-being recognized by students of education are related to childhood theory underlying their educational practice. In this way, their future professional performance will be, at least partly, driven by what they believe that children need to be well. To this end, we have developed a measuring instrument able to collecting this information. This questionnaire has been focused on 5 dimensions related to child well-being: material well-being, health and safety, educational well-being, relationship with the environment and subjective well-being. Our sample is composed of a representative number of students of education at Complutense University of Madrid (Spain). This paper establishes which areas of child well-being are considered most relevant by future education professionals, determines the existence or not of different sensibilities among students of education, and raise some conclusions and reflections of interest aimed at improving the training of education professionals.

First of all the sample selection process has been designed taking into account a representative number of future teachers and other educational professionals. In order to elaborate the measuring instrument used in this study, authors have built a specification matrix based on a previous scientific literature review. In a second stage, we have listed a range of indicators using this matrix. That has guided the preliminary item construction. Test design follows a Likert evaluation scale with five possible levels of answer. So, it has allowed to evaluate the importance conferred by our sample to different aspects related to child well-being indicators. In the data analysis stage has been carried out the technical analysis of instrument, a descriptive analysis of items and several correlation analyses. In the other hand, we have examined differences in child well-being perception in terms of personal characteristics such as age or sex, trough different ANOVA

The results have allowed us to establish which areas of child well-being are considered most relevant by future education professionals, and determine the existence or not of different centres of interest among students of education according to the speciality studied and level achieved. Likewise, differences in child well-being perception have been analyzed taking into consideration the variables relatives to individual characteristics of future educational professionals. Finally, some conclusions and reflections of interest aimed at improving the training of education professionals have been proposed.