Abstract:

Background:
Many middle school students present academic difficulties not related to a specific learning disorder or other neurodevelopmental disorders. These difficulties, of a socio-psychological nature, have a negative impact on their well-being. However, in the Italian context, there are no specific interventions for these students. The absence of support increases the risk of developing psychological malaise, such as low self-esteem and self-efficacy, and thus places these adolescents at high risk of dropping out of school. The disadvantaged condition of these students was aggravated by the COVID-19 pandemic and the restrictive measures adopted, which amplified psychological distress and school difficulties. Inside this framework, a research-intervention project 'Study Friends', is realized to promote metacognitive skills, effective study strategies and social and psychological well-being.

Objective:
The aim of this contribution is to bring out the strengths and weaknesses of 'Study Friends'.

Method:
The project, realized in collaboration with the Municipality of a city in Northern Italy, started in May 2021 and involved 100 middle school students (average age of 13.45- range 11-16) at risk of dropping out of school with low academic performance and social difficulties not linked to specific learning disorders or other disabilities. Each student was supported by a tutors that was a university students from psychology or education courses. Each tutor received specific training to acquire tools to support the students both psychologically and educationally. Each tutor was assigned 2 to 4 pupils, for 10 individual 2-hour meetings. During the meetings, through homework, the tutors, by fostering the creation of a climate of trust, help the students to identify the most effective study strategies for them.
To evaluate the efficacy of the project, a qualitative-quantitative methodology was used. A questionnaire with several validated scales was administered before and after the intervention to measure learning strategies and skills and perceptions of psychological well-being (self-esteem, self-efficacy, and the student's perceived strengths and weaknesses were investigated). At the end of the project a questionnaire was proposed to the adolescents to measure their satisfaction and focus groups were carried out to investigate the views of the tutors and referent at each school.

Results:
The results show that there was an overall appreciation of the project by the students, with an improvement in particular on the dimension of psychological well-being, which influences learning skills. Moreover, through the creation of a climate of trust, the students perceived that they had a supportive space where they could express their academic and socio-relational difficulties. This was also thanks to the fact that the tutors were university students and therefore somewhat older than them. Finally, it emerged from the focus groups how this project represented an opportunity for growth and autonomy for both students and tutors.

Conclusions:
The results show the importance of promoting interventions that support the academic success of students with difficulties from a socio-psychological perspective, as this has a major impact on their learning ability and general well-being.

Keywords:

Tutoring, Middle school students, University students, learning skills, psychological well-being, low academic performance.