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Debates about the true purpose of education have increased globally in recent years, with climate change and the COVID-19 pandemic accelerating interest in the subject. It has become clear that education systems play a vital role not only in shaping the values, mindsets and ethical behaviours that we need for caring and responsible societies, but also in influencing our everyday interactions with the environment. To that end, wellbeing always concerns the triple nature of self, others and the natural world and there is increasing recognition of the need to move from a primary focus on personal happiness and attainment to a more balanced interest in the optimisation of human flourishing within the context of sustainable and regenerative futures. This article introduces the educational work of the Flourish Project, exploring the degree to which schools need to be understood as living systems and the way curricular frameworks, as they currently stand, may be inadvertently contributing to human languishing rather than flourishing. It explains the thinking behind the Flourish Model and describes the way in which the educational aspect of the Flourish Project hopes to contribute not only to the ongoing debate concerning the role of flourishing in education, but also to the growing global interest in the Inner Development Goals (IDGs) as skills and qualities that are vital for purposeful, sustainable, and productive lives. [ABSTRACT FROM AUTHOR]