Bullying and school well-being: A case study within an action research project in a primary school in Friuli-Venezia Giulia
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_06Keywords:
Bullying, School well-being, Action research, Professional educator, Emotional competence, Life skillsAbstract
This study explores the relationship between bullying and school well-being through an action-research intervention conducted in a primary school in Friuli-Venezia Giulia (Italy). The aim was to enhance the child’s emotional awareness, trust, and social responsibility. A questionnaire adapted from Olweus (1978) was administered twice (pre- and post-intervention) to a fifth year of primary school student, followed by seven educational sessions. Qualitative data analysis revealed a decrease in perceived bullying, increased sense of safety, and greater willingness to seek adult help. Improvements were also noted in emotional expression and conflict management, indicating strengthened emotional and relational competences. The findings highlight the effectiveness of individualized educational interventions and the key role of professional educators in promoting school well-being.
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