Promoting well‐being at school: from an inclusive perspective the focus on the gifted student

Abstract

The main aim of this paper is to investigate the role played by multiple factors, related to the characteristics of the current school system, on the wellâ€being of students, paying particular attention to the gifted student. Specifically, it is intended to frame the effects that some of the conditions placed within the school context have on the functioning of the school actors operating there. Conditions derived from an anachronistic school model, born at the dawn of the Second Industrial Revolution. It will be discussed how this model leads to not supporting gifted students, who often encounter difficulties arising not only from the homologating nature of the proposed learning paths, but also from the dynamics that, within the classroom context, are activated by virtue of the underlying principles.