The culture of wellbeing occupies a prominent role in education currently and encourages the rise of various practices (yoga, meditation, mindfulness, active listening, etc.). From a Foucauldian perspective, these practices constitute apparatuses that can shape the subjectivity of both educators and students. Using Foucault and Cavell’s perspectives on the concepts of subjectivation, apparatuses and technologies of the self, and based on the results of our research conducted with 15 primary school teachers and specialized educators, this article aims, on one hand, to report the ways in which theses practices can be interpreted and (re)appropriated by educators and, on the other hand, to identify what type of subjectivity they can generate.