Awareness of the potential of quality teaching to impact upon student achievement is an outcome of recent school-effectiveness research. This research has extended the understanding of the conception of 'teacher' beyond surface factual learning to that of induction into learning of intellectual depth which engages the more sophisticated skills of 'communicative capacity' and 'self-reflection'. Habermas provides a conceptual framework for this expanded notion through the awareness that knowing extends beyond factual knowledge to the challenge of 'communicative knowledge' and 'self-reflection'. Quality teaching alerts educators to the potential of the role of explicit teaching in values education and, in turn, values education has the capacity to complete and even correct the implicit goals of quality teaching. In terms of this latter, values education has potential to remind individuals and systems that it is the affective and relational aspects of teaching that ultimately give it its power and effect. Data from the Australian Government's 'Values Education Good Practice Schools' project (VEGPS) are offered as evidential support for this hypothesis.

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Recent research findings have led to the conception that values pedagogy connotes a philosophy of learning and principle of curriculum organization with potential to enhance all dimensions of the learning environment. Enhancement includes student responsibility to themselves and others and positive impact on learning outcomes. Allied research demonstrates that a particularly potent feature of such pedagogy is to be found in service learning. The article appraises the research relevant to such claims, including among empirical findings from the Australian Values Education Program.

The notion of student wellbeing is interpreted within the Aristotelian concept of human flourishing (eudaimonia). In other words, providing for student wellbeing means orchestrating such conditions and influences as are needed for actualization of student potential, whether it be cognitive, affective, social, moral, ethical or spiritual. Consideration of student wellbeing in this chapter will focus on the necessity of providing those conditions under which student potential can develop and flourish. Recent educational research has afforded evidence of the influence of schools on student wellbeing and academic achievement. At the same time, it has also evoked recognition of the importance of attending to and providing for the affective, cognitive and social developmental needs of students. This concurs with recent findings of neuroscience that emphasize the synergy between the affective, cognitive and social dimensions in learning, maturation and human judgement. This means that the values embedded within the learning context have a vital role in determining the quality of the educational experience. Taking values to the heart of the educational endeavour begins with valuing students and orchestrating those conditions wherein students can develop agency across personal, social, academic, spiritual and moral domains.