Abstract
Nowadays, it is believed that schools should motivate students, so as to ensure their educational success. Therefore, currently school is a path that is addressed to everyone. This kind of inclusive school cannot limit itself to proposing only academic competence, because it must educate students who have a multiplicity of attitudes, styles of learning, and interests. Therefore, the objective of a school should be to guarantee everyone a satisfactory learning path.
What does “satisfactory” mean? It means that school can no longer require identical levels of learning to be achieved by everyone and that a school’s mission cannot start by defining certain levels of learning that must be achieved: rather, it needs to focus on well-being and health.
The school, taking on the mission of promoting well-being, does not renounce the promotion of learning, because the development of certain skills is necessary for full inclusion in society and the expression of one’s own potential.
Health education, correct lifestyles, and correct relations with others are not additional moments on the fringes of the school path, but an integral part of it. Hence, there is the need to integrate correct lifestyle promotion with the promotion of skills and awareness of oneself and one’s choices.
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Battaglia, F., Bontempelli, L. (2019). The Role of Well-Being in the School of Inclusion. In: Pingitore, A., Mastorci, F., Vassalle, C. (eds) Adolescent Health and Wellbeing. Springer, Cham. https://doi.org/10.1007/978-3-030-25816-0_11
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