Abstract:

The Covid-19 pandemic has profoundly affected, on a global level, in every sector of society, from the economic to the social, educational and health sector, going to change the habits, lifestyles and relational modalities of all citizens. With it, new fragilities have arisen that have affected the collective well-being, bringing out new hardships and sufferings that have put a strain on the future of the entire community.

We are faced with a critical post-pandemic situation that requires global action by all governments that must commit to identifying new strategies and models of action that have as priority objectives social well-being on a global scale, and the promotion of a better quality of life.

Among the tasks that governments must assume in this delicate historical moment, there is that of coordinating and financing research and development activities, so that a real educational welfare can be built, able to bring the person and his well-being back to the center. (Alessandrini, 2019)
Current social policies are committed to providing concrete answers for a real recovery, trying to reflect on the emerging scenarios and on the new cultural, educational, cognitive, and economic contexts post covid 19, starting from an active collaboration between local authorities and institutions that aims at the realization of a common good in view of a new socio-economic balance attentive to the weakest groups.

Several measures have been taken to combat the health emergency in support of the most disadvantaged sections of the population through the action of support and psychological support interventions, but great help has certainly been provided by the Third Sector and by the local communities themselves that have committed themselves to promoting safeguard actions for the common good.

The Third Sector has become an important sector of socio-educational experimentation, as well as a resource for the new welfare that intends to promote continuous collaboration and co-programming of social policies in favor of the entire community.

The same ministries of European education have committed themselves to promoting a renewal to respond to the new needs of redesign of interventions and of the same educational professionalism. There has also been the birth of another meaning of social policies: smart welfare, which has allowed the continuity of the provision of support services, thanks to the use of new creative and innovative means that have adapted to emerging local needs.

Support, support, listening, collaboration, are linked today to the need for an education to resilience and "sustainable" participation that needs supportive communities, able to cooperate together for collettivity, bringing back to the center the well-being of the individual and the environment in which he lives.

Keywords:

Quality of life, educational welfare, Resilient education, common good, Sustainability.