This article is based on findings drawn from a large-scale study aimed at mapping barriers to education in the context of social disadvantage. The research sites focused on in this paper are: one early childhood facility, four primary schools and the communities of these learning centres. Participants included learners, teachers, caregivers and parents and interested community members. Findings from the study were published widely in a research report, book chapters and peer-reviewed publications. In this article an attempt is made to revisit the findings on child well-being and quality of life, drawing on debates on sustainable development, in particular on the concept of social sustainability. The analysis draws attention to the importance of creating cultures of social sustainability within social institutions and communities to enhance the well-being of children. The article highlights the significance of values that are rights based and collective networks in cultures of sustainability.