Adopted children at school: assessing educational distress to promote relational wellbeing and human inclusion

Abstract

This paper aims to explore the topic of assessing the risk factors and educational vulnerability but also the resources and potential of the adopted child at school. A very topical theme, considering the increasingly significant number of national and international adoptions of pre-school and school-age minors in our country and the decisive role of the school in promoting their path of inclusion not only educational but also socio-relational and human. In particular, we intend to emphasize the need to offer to all people working in the school context pedagogical tools for scrutinizing and understanding the different dimensions that characterize the complex encounter of the adopted child with the school dimension. After all, adoption profoundly challenges the education not only in supporting the construction of the family, but also in structuring the hermeneutical and paradigmatic categories that guide the development of the adopted child in terms of self-reflexivity, self determination and existential and emotional responsibility.