Alongside the inclusion of children with disabilities that in Italy has existed since the 70s, the increasing number of students with a foreign background is today posing new challenges to the teaching and inclusion of all the students and their families. In this evolving context the need to give teachers new theoretical and practical points of reference to positively impacting their students life emerges as crucial.
This study presents the Italian results of an international research project designed to evaluate educator perspectives regarding Social Emotional Learning (SEL) at the end of the first year of working. The project involves 34 scholars from 20 countries. Teachers were asked to provide written responses to a series of open-ended questions about their understanding of SEL, their perspective on SEL’s relevance to their own effectiveness as educators, and whether and how they perceive SEL as relevant to classroom teaching and career development. Using NVivo, the coding booklet about the perspective of Italian teachers will be discussed.
