This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education--a growing international change initiative--in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009-2014 and 2015-2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; but, the term may be too narrow. Finally, the review recommends adopting the more inclusive term wellbeing education. This term may guide future research of culturally diverse case studies, thereby supporting the greater integration of wellbeing science with teaching theory and practise in initial teacher education.