Bullismo, apprendimento e processi inclusivi
Paola Damiani
The article aims to offer a reflection on the themes of inclusion and preventing discomfort (in particular, with reference to bullying) in junior secondary school, in terms of the improved learning processes for all students. The idea that the relational context at school is equivalent to an area of interaction for the complex relationships among bullying, disability, inclusion and learning defines the relational aspect as a privileged environment for analysis and intervention on the themes in question. Enhancing the relationship between a positive relational climate and inclusive processes facilitates the academic success of all the students and favours the systemic vision of the relational context at school, producing a move towards the paradigm «the ecology of relationships».
