Editoriale

Abstract

The monographic section of this issue collects pedagogical, educational and historical-educational research contributions dedicated to the theme of distress in educational, scholastic and social contexts. The condition of distress can arise from personal fragilities that concur to determine situations of maladjustment and marginalisation, as well as it can be induced by non-inclusive social environments. The contributions of pedagogical research aim to help define adequate responses to the educational needs within the contemporary society, guaranteeing each individual the fundamental right to lifelong learning.