This paper is concerned with the broad territory of well-being and education. Drawing on a growing interdisciplinary care scholarship from feminist moral philosophy, feminist political theory, and equality theory, it will be argued that the doing of care, and a moral responsibility for care, are core to ethical educational practice, and to fostering well-being. The large body of well-being literature suggests that good schools and ‘good teachers’ care about young people’s learning, but may not always consider how this relates to one’s overall well-being and particularly the affective dimension of life. This paper challenges the assumptions which underpin the ‘careless affectless’ model of teaching and responsibility for learning. Working with this varied discourse on care as a public practice and public ‘good’ and bringing it into conversation with well-being literature in education, the argument advanced will be that taking a caring praxis and well-being seriously within education could bring about a process of transformation of people and of structures. Moreover, it will be suggested that care as a moral praxis has a political significance and the potential to counteract the violence of uncaring individualism that so often characterises political and educational agendas and policies driven by neo liberal power brokers.