Ambienti di apprendimento, inclusione e benessere: dati di ricerca

This paper proposes a reflection on the close connection between learning environments, inclusion and wellness based on the main reference theoretical contributions and the analysis of some research data. Two questionnaires were compiled in four Italian schools: one, drafted by the Ministry of Education of Denmark, aimed at students aged 9 to 16 to assess their well–being, and one, prepared by Wesley Imms of the University of Melbourne, to gather teachers’ opinion regarding which school space organization is preferred by them to promote scholastic and educational success of the students. From the analysis it seems to emerge that the majority of teachers in the schools examined consciously organize the spaces to promote a sense of belonging, autonomy and growth in disciplinary learning and that most students perceive an average level of well–being from good to excellent.