British schools have been positioned by recent educational policy discourses as sites of innovation and transformation in new technological contexts, but more recent concerns about well-being suggest a more "affective turn" in educational policy-making. This article provides an analysis of a project which has explored the ways in which schools are being re-imagined as spaces of effective technology-centredness, as well as sites for more emotional or affective child-centredness. I argue that far from being mutually exclusive categories, these technology-centred and child-centred orientations are conjoined in what I call "high-touch-tech" discourse where the "effective" and the "affective" are mutually constitutive. Finally, I situate these changes as consequent upon "emotion management" in work and social life, and suggest that an implication of the new policy focus on well-being for schools will be their requirement to perform "affect management."