Abstract:

This contribution is framed within the field of positive psychology in education, with particular attention to the promotion of well-being and emotional intelligence in learning processes. The main objective of this study is to analyse the role of the school as a privileged environment for the development of emotional intelligence, with a focus on inclusive processes, considering self-efficacy as a fundamental prerequisite for school well-being.

The project aims to foster a positive and collaborative atmosphere based on the well-being of each student, representing a primary inclusive challenge within a context of shared participation in school life. The methodology adopted is qualitative and is based on a didactic experience carried out in an Italian primary school. In this context, the teacher plays a crucial role in facilitating inclusive processes that support the growth of all students. From this perspective, emotional education should be understood as a genuine inclusive commitment, aimed at improving active participation within the school environment.

The study shows that activities based on metacognitive teaching promote self-awareness, self-regulation, and well-being among all students, including those with disabilities. When the teacher acts as an “emotional coach,” fostering and encouraging positive emotions, allowing students to experience and appreciate them, all learners are enabled to feel part of a group and valued for their individual characteristics.

This contribution seeks to stimulate reflection on the importance of emotional literacy, which still struggles to be recognised as a fundamental component within the school context, despite its crucial role in inclusive processes. For this reason, this experience may serve as a starting point for the development of similar educational practices in the future.

Keywords:

Emotional intelligence, inclusion, disability.