Well-being at school: the point of view of teachers

Abstract

What are the actions that school promotes to develop the well-being of students? This is the main question around which the considerations of this work revolve. According to an interactionist perspective (Dewey, 1938; Bronfenbrenner & Stefani, 1986), the formation and growth of an individual are firmly anchored in the quality of relationships (Carmeli & Gittel, 2009); scholastic success-failure are therefore linked to the context and the type of well-being that the environment refers to those who live in it.Starting from the initial reflections, this contribution lays the foundations for a survey to be conducted with a sample of teachers from the Second Grade Secondary School Institutes of some provinces of the Campania region. More specifically, the research aims to understand the teachers’ awareness of the importance and value of well-being in the teacher-learner relational dimension. For this reason, a questionnaire adapted from the Index for Inclusion (2017), one of the self-assessment tools currently in use in the school context, will be used.