This invited chapter is by an Australian academic well known to the Bangor PLUS team as a central figure to the BERA-AARE inspired multi-cities ethnography project. This project involved Bangor, Oxford, Edinburgh and Belfast in the United Kingdom, and Brisbane, Sydney, Geelong and Adelaide in Australia, with each project significantly interrupted by Covid. The purpose of the chapter is to provide an overview of what child poverty means in school-communities and concomitantly in teacher education and also to establish the significance of the 2015 Well-being of Future Generations (Wales) Act to other nation states. The multifaceted task is to help articulate a professional concern with child poverty so that school staff develop a critical understanding of it as an expression of the globalisation educational reform movement (or GERM ), combined with de-industrialisation and austerity, that has effects on education and schooling. In short, this means developing a professional appreciation of how the GERM has shaped the everyday experiences and demands of schooling with devastating consequences for children and their families living with poverty. The Brisbane projects concerned with student well-being from the multi-cities ethnography project are then discussed, with a view to demonstrate how academics and teachers can work together as research partners. The chapter then pivots to describe Wales’ response to global challenges in regards its duty to the well-being of future generations with ground-breaking legislation. The policy support for regenerative and sustainable practices at the heart of the 2015 Well-being legislation in Wales is integral to the Bangor PLUS team’s efforts to build a support network of locals working with academic partners, to develop responsive/educative work in concert with local solutions as part of their ‘school-community development’.