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This study examines the social well-being of students K-12 in three distinct socio-economic schooling scenarios. Drawing upon a pilot study the authors carried out in a US Southwestern Borderlands context that led to a meta-theoretical analysis on the culture of education, this study looks at the importance of student well-being and happiness as part of holistic pedagogy and quality education. It is based on Maslow's influential classic work in support of the idea that happiness and creativity flourish when basic needs are met, with the science of well-being integral to this notion. The research highlights the importance of structures and conditions enabling happiness. It advocates for pedagogical practices that are humanizing and empowering for all students. Through innovative curriculum and transformative pedagogy, social stratification that sustains hegemonic oppression can be replaced by participatory citizenship that seeks solidarity and brings dignity to a postmodern world in need.