Well-being in italian school contexts: some evidence from an ongoing empirical investigation

Abstract

In recent years, students’ psychological well-being has become a topic of growing relevance in Italy due to the consequences of the COVID-19 pandemic, which has exacerbated levels of anxiety and stress among young people. This context makes it urgent to understand and address the factors influencing students’ school well-being. Research methods. The research uses a quantitative approach by administering structured questionnaires integrating specific components of the AMOS (Anxiety and Resilience) tests. The sample comprises secondary school students from an Italian region, selected through stratified sampling to ensure representative data. Results. Preliminary results indicate a significant correlation between high levels of anxiety and low levels of academic performance, while resilience seems to play a protective role, attenuating the negative impact of anxiety on the overall well-being of students. Further analyses are exploring gender and age differences and the influence of socioeconomic and environmental factors. Implications. The survey results provide helpful evidence for developing interventions to improve students’ psychological well-being in Italian schools. Schools can use these data to implement psychological support programs and resilience strategies, creating a healthier school environment conducive to learning. Instruments. The main research instrument used is a questionnaire developed specifically for this type of investigation, part of the more complex AMOS tests relating to anxiety and resilience. We validated this instrument to ensure its reliability. The ongoing investigation represents a significant step towards understanding the dynamics of psychological well-being in Italian schools, offering valuable insights for policymakers, educators and school psychologists.