In the current paper, we introduce the concept of decent education and highlight this new construct as a critical predictor of decent work. We first review three broad areas where indicators of quality education have been studied and utilized: Subjective student experiences, school-to-work programs, and macro-level recommendations (e.g., assessing quality in schools, counties, states, countries, etc.). Second, we draw from these areas to identify six core components that comprise decent education. Specifically, these components pertain to individuals' subjective experiences with their high school education and include: physical safety, psychological safety, quality instruction, equitable learning environments, opportunities to foster social connection, and adequate educational/vocational programming for post-high school. Third, we discuss the construct's place within Psychology of Working Theory and provide a series of recommendations for scholars wishing to study decent education. It is hoped that this new construct will be useful to scholars as they work to further understand the important connection between educational experiences and access to decent work. •Introduce the concept of decent education and highlight this new construct as a critical predictor of decent work.•Review three broad areas where indicators of quality education have been studied and utilized.•Draw from these areas to identify six core components that encompass decent education.•Discuss the construct's place within the larger Psychology of Working Theory model.•Provide a series of recommendation for scholars wishing to study decent education.