 ‘Bienvivance’ at school, in the ‘savoir-relation’ era 
The rise of ill-being is spreading to schools and worrying politicians. It questions our educational models beyond learning about well-being and happiness at school, particularly pedagogical approaches and teacher training; which « happy » teacher to « make a student happy »? Based on research on the components of student well-being and resilience first and case studies of pedagogical approaches « re-enchanting school », this article underlines the emotional capital and “enabling leadership” teaching style, and an essential well-being approach focused on potentials and vitality; approach that we analyze from a positive and eudaimonic well-being perspective, through the “bienvivance” paradigm.