In this text, the role of emotions in education and society has been examined from various perspectives, particularly from psychological, philosophical, and other theoretical and political views. To develop more in-depth understanding about emotions in social life, a number of emotional virtues have also been explored at length. These include basic emotions, like happiness, sadness, and fear; emotional virtues often idealised, such as gratitude and compassion; and more complex emotional and cognitive-based dispositions prized in contemporary education and society, like resilience, grit, and mindfulness. A complicated account has been given, based on an interdisciplinary orientation toward emotional virtues and educating emotions in society. As seen here, the means and ends of educating emotional virtues are not simple and straightforward, given diversity in experiences, identities, and norms around emotional expectations in society. While educational implications have been discussed across chapters, thus far such considerations have been specific to particular emotional domains and contexts. This conclusion elaborates further on a more global perspective on educating emotional virtues in schools and society.

The journey to higher education by undocumented students has been one of legal, financial and informational barriers. Despite ensured equal access to primary and secondary education, federal policies addressing access to post-secondary education are non-existent – a lack of action that has motivated some states to provide additional access and others to erect further barriers. While the implementation of the Deferred Action for Childhood Arrivals (DACA) programme in 2012 has attenuated the transition to ‘illegality’ that many undocumented young people experienced after high school graduation, access to post-secondary education remains a challenging endeavour for most undocumented youth. The recent announcement to rescind DACA and the lack of a solution for comprehensively managing immigration further obscure the future of this constituency. Placed at the intersection of contrasting political, economic and social contexts, this chapter explores the experiences of three undocumented immigrant youth in Texas who enter adult transitions at differing levels of educational attainment. This chapter illustrates how policies, school practices and families’ legal structures continue to create conflicting educational experiences of exclusion and belonging for undocumented young people living in the United States.