Child well-being through different lenses: why concept matters

'Well-being' has entered policy rhetoric in children's services in the UK and other Western developed countries as a companion to other buzzwords of recent years. In order to improve children's well-being, we need not only a better understanding of what it is and how services can improve it, but also the ability to measure child well-being in order to evaluate success. This paper explores conceptually and empirically the 'lenses' through which child well-being is often viewed. It considers the relationships between these perspectives, the added value that each one brings and the implications for services.