Hikikomori, relational fragility and inclusive education: an exploratory study on student teachers’ representations within the Italian school inclusion model

Abstract

The phenomenon of hikikomori, understood as prolonged voluntary social withdrawal, represents an emerging educational challenge that calls into question the capacity of schools to recognize and respond to new forms of relational, emotional and social vulnerability. Within the Italian inclusive school system, this phenomenon may be interpreted not as a diagnostic category, but as a possible condition requiring educational attention, in line with the biopsychosocial perspective of the ICF and the broader framework of Special Educational Needs. This exploratory study investigates the representations of 452 student teachers enrolled in a university specialization programme for educational support. The research aimed to explore their level of awareness of hikikomori, their perception of the phenomenon as a possible educational need, and the inclusive teaching strategies considered most appropriate for supporting students experiencing social withdrawal. Data were collected through an adapted questionnaire inspired by previous instruments used to investigate teachers’ knowledge of educational difficulties and were analysed through descriptive and exploratory procedures. The results show a marked discrepancy between the widespread awareness of the phenomenon and the lack of specific training on the topic. Participants tended to interpret hikikomori mainly through relational and contextual factors, such as bullying, cyberbullying, lack of psychological support and distrust in school relationships. They also expressed high agreement with inclusive strategies based on personalization, expressive workshops, smallgroup activities, multimodal approaches and the valorisation of students’ interests. Conversely, lower agreement emerged for distance learning and homebased learning, suggesting the need to avoid interventions that may unintentionally reinforce isolation. The study does not aim to generalize its findings to the broader teaching population, but to offer an exploratory contribution to the debate on teacher education, inclusive didactics and emerging vulnerabilities. The findings highlight the need to strengthen initial and inservice teacher training on prolonged social withdrawal, within a pedagogical framework grounded in shared educational responsibility, class council collaboration and the Italian model of school inclusion.