This thesis focuses on reflections made my contemporary thinkers in France concerning the wellness of children through their times in French public schools. Journalists, educators, parents seem to agree that the current French pedagogy instilled in the Education nationale system can no longer be acceptable and needs profound change. If academic performances are important, they cannot be the only center of interest in French schools. Instead, these writers propose and advocate for a pedagogy where wellness, benevolence and personal happiness occupy a crucial place. The purpose of this thesis is to identify these voices and to take into account the fact that the world of education is discussed, questioned beyond the walls of education. The pédagogie de la bienveillance, or benevolence pedagogy, transcends one particular field. Instead, people concerned about children’s emotional health advocate for a change in order to help these children become happy adults. Instead of just denouncing a system that they deem unjust, each of the writers presented in this thesis, offer alternatives, solutions. They also document experiments they have conducted and offer their experience as possibilities to teach differently and to consider children differently as well.