This contribution aims to highlight how educational action in school contexts in which migrant pupils are inserted, at times, leads to inclusive rhetoric, generating the so-called "exclusive inclusions", since, instead of promoting equity and integral development, it ends up fueling discrimination…

Some research has shown that pedagogical postures and meaningful relationships between teachers and students oriented towards a highly inclusive evaluation process, because it is negotiated, participatory, and pedagogically based, can produce benefits in performance, in the involvement of the…

Early school leaving is a complex phenomenon that often appears as a combination of individual factors, personal history, and the cultural context. Moreover, this phenomenon impacts the individual's paths, choices, quality of life and the social and cultural capital of the country in which they…

The pandemic period has generated an invisible “flood” of dropouts. Invalsi data for 2021 show that the number of students who have not yet reached the minimum level of basic skills has increased. This hidden form of early school leaving looks set to grow and create huge gaps across the country,…

This paper aims to analyze the educational practices undertaken by a socio-educational community of Friuli Venezia Giulia (Italy), which is the most representative case of secondary homeschooling. The educational services hereby described are aimed at adolescents exposed to the risk of early leaving…

Nearing the end of the Europe 2020 Strategy (EC, 2010) the essay aims to explore, through a meta-analysis and critical reflection, equity as one of the forms of prevention adopted by the Finnish school system, among the best in the world in terms of outcomes, participation and teachers training…