The project develops in particularly risky areas located close to the capital cities and in the internal areas of 5 Italian regions distributed between north, central and southern Italy: Lombardy, Sardinia, Umbria, Tuscany, Puglia. These are territories united by an increase in the population and by social problems characterized by isolation, absence of common identity due to the imbalance of the demographic characteristics of the population, degradation, increased migratory flows, fragmentation and lack of services, scarce presence of green spaces and relevant unemployment rates.
In this context, minors are one of the least protected categories and most subject to risks of various kinds, including bullying, gang phenomenon, mistreatment, family abandonment, neglect and early school leaving.
An analysis of the contexts reveals, in particular, a serious picture of chronicity of situations of educational poverty.
The three-year project intends to address the issue of early school leaving in terms of prevention through the involvement of all subjects in the educational community, primarily schools.
To do this we will act on four key dimensions of school hardship: the vulnerability of minors, the fluidity in the transition between the primary and secondary cycle, the unpreparedness of the educating community and the anonymity of educational spaces.
The objective is to promote effective actions to combat school children’s discomfort and to prevent the causes of dispersion and abandonment by acting, in particular, in the transition phase between the primary and secondary school cycle (age group 9-14 years) . The experiments envisaged by the project will contribute to the development of a replicable methodology at national level to counter the increase in educational poverty in Italy.
Lombardia, Sardegna, Umbria, Toscana, Puglia,
8,307 primary and secondary school children and teachers
Preliminary survey on school well-being. It will be implemented in all the schools involved in order to provide a collection of common data to orient the interventions by calibrating them on the specific needs of each territory.
Paths for self-enhancement in primary school. The aim is to enhance students‘ relational skills in view of the delicate phase of transition to first grade secondary school. The inclusive approach is expressed through the realization of two connected actions, linked to the development of thought and artistic expression. There are courses for teachers and moments of sharing with the families of the courses created in the classroom.
Action research courses in the first grade secondary school. The goal is to increase awareness of the value of students and their role in the community and towards children. The research-action will involve the teachers in a training course, aimed at identifying the criteria of school well-being of students and teachers and will encourage the students in a process of formation of a school Parliament and participation in the organization of the Festival of Rights.
Peer to peer accompaniment in the transition between primary and secondary school. Mixed groups of students will be created, in the post-school setting, composed according to a specific cultural and cognitive melting strategy, which will discuss the problems of the school, with the aim of empowering the children with respect to a task, producing effects that also multiply in ordinary life, giving them back a role of active citizens in building a pluralistic and welcoming community.
Testing the peer to peer mentoring methodology. The children, in couples or in small groups, will carry out activities within the school program. The goal is to improve students‘ cognitive skills on subjects in which they are weakest. The experimentation also wants to compare different peer to peer modalities in order to verify which one is the most effective through scientific research that will be published at the academic level.
Mapping and involvement of the educating community. The aim is to provide a database that schools can draw on for the programming of their initiatives, offer a narration of how much and how the territories operate to promote the rights of children and adolescents and collect the point of view of children and young people compared to the proposals addressed to them.
Integrated family school courses. Experimentation of a school for adults, with the direct involvement of the families of the children, and an after-school activity with the parents in the computer room, in order to facilitate the relationship between young people, families and new media.
Rethinking educational spaces. An action of re-appropriation of the spaces inhabited by minors inside and outside the school implemented in a “light” form (without building renovations) and participated, to encourage the process of ownership of the children and the educating community with respect to the meeting spaces, school in the first place.
Organization of 2 editions of the Festival “Il diritto di essere bambini“. The goal is to provide elements of visibility for the educating community and common reflection on local and national intervention strategies with regard to educational poverty. During the Festivals, workshops are offered to classes and families focusing on the Convention on the Rights of the Child and Adolescence, through the use of different languages and materials.
My name is Giacomo Petitti di Roreto, and to make it short, the heart of my job is to guide young people aged between zero and ninety-nine years on their path to become global citizens. It is a road that passes through the recognition of complexity, the understanding of the interdependence between environment, economy and society, the indignation for fundamental rights still […]