Partecipazione e relazioni tra pari nella scuola secondaria di secondo grado

Abstract

This contribution explores the role of participation and peer relationships in the context of upper secondary school, emphasizing their importance in the field of inclusion. Based on a survey involving 158 teachers from two technical institutes in Northern Italy, we analyzed how teachers perceive the importance and effective implementation of participation and peer relationships in the school context. The responses provided seem to indicate an explicit recognition of inclusion and participation as fundamental priorities for the school. However, a greater complexity seems to emerge in the effective participation of students during learning activities. The data collected show that, although the importance of an inclusive environment is recognized, the school does not always manage to fully and actively involve all students.