In anticipation of the United Nations Transforming Education Summit in September 2022, this report explores the work of building and (re)building education systems to support holistic student development. It focuses specifically on the journeys of seven education systems--situated in high-, middle-, and low-middle-income countries with democratic traditions--as they make the whole child the center of their work. They include national initiatives in Singapore, Ireland, and Chile; provincial, territorial, and local initiatives in Canada, India, and the United States; and a cross-national initiative in the International Baccalaureate. All seven systems operate in policy contexts pressing for measurable gains in students' academic learning, and none seeks to compromise academic rigor. Yet all seven aim to go further by supporting the intellectual, physical, emotional, social, cultural, and moral development of students. This report is structured in four parts: (1) Motivation and framework; (2) Systems overview and case summaries; (3) Cross-case analysis; and (4) Considerations for collective conversation and action. [Written with Juan Bravo, Whitney Hegseth, Jeanne Ho, Devi Khanna, Dennis Kwek, Angela Lyle, Amelia Peterson, Thomas K. Walsh, José Weinstein, and Hwei Ming Wong. For the technical report, see ED626330. For the case reports in this series, see British Columbia (ED626332), India (ED626334), Iowa (ED626337), Ireland (ED626338), and International Baccalaureate (ED626342).]