Despite the proliferation of references to well-being in educational policy and practice, it is frequently applied within a theoretical vacuum. There is a general consensus that holistic, multidimensional theories are best placed to address the complex concept of well-being, including both positive affect and pleasure elements and meaning-seeking and engagement elements. This chapter examines the synergies and tensions between the human rights perspective and subjective well-being to consider how Human Rights Education (HRE) and well-being in education can be optimised by drawing on both approaches. Through an examination of psychological theories such as Self Determination Theory (Ryan & Deci, 2000) and Broaden-and Build (Fredrickson, 2004) the chapter focuses on autonomy and participation, including teaching and learning approaches, and using emotions in education. It is argued that given that HRE is relatively more established, well-being should build on what has already been done in HRE, particularly in relation to participation and autonomy, while there are areas where HRE that could be informed by the well-being perspective, including the strengthening of the affective and relational dimensions.