Well-being is central to approaches to Indigenous education and Indigenous values. Five dimensions usefully define well-being in young people: cognitive, psychological, physical, social and material. This chapter focuses especially on the social, psychological and physical dimensions. A number of indicators give rise to concern about the wellbeing of Indigenous young people, although data are inadequate to build a full picture. But there are also promising signs that trends are improving and that the differences between Indigenous and non-Indigenous students are relatively small. There is concern about low levels of trust and confidence in the education system among Indigenous parents. Recognition of culture, language and identity is an integral part of well-being, but it is difficult to recruit adequate staff and trained Indigenous teachers. However, the promotion of Indigenous culture and identity has implications for the professional development and practice of all educators. Building trust is even more essential because of the historical context of residential schools and colonialism, as well as the privileged place of relationships in Indigenous cultures. Land-based programmes represent examples of project-based learning, community engagement, and a sustainability focus that are lessons for good practice everywhere, not only for Indigenous students.