Good practices, schools from Trescore Balneario (Bg), Savignano (Cn), Genoa and Reggio Calabria on the podium

"This edition of the Award, which in twenty years has collected 2785 projects from schools all over Italia, draws a clear map of the educational urgencies and at the same time of the answers that students, as well as school staff and the entire educating community, provide to the same urgencies. Digital safety, the quality of relationships among peers and with adults, self-care - both from a physical and psychological point of view -, the environmental and climate crisis, are priorities with respect to which boys and girls do not always possess the critical tools for interpretation and prevention. At the same time, the affirmation of a sense of belonging to the territory, intergenerational dialogue and the value of youth participation emerge as fundamental levers for building more cohesive and aware school communities," says Adriana Bizzarri, Cittadinanzattiva's national school coordinator.

1 PREVENTION, SOCIAL-EMOTIONAL LITERACY, SOCIAL MEDIA

A paradigm shift is needed to address the increase of violence in schools and in the digital world. Instead of adopting a purely punitive logic, a structured prevention is proposed based on socio-emotional literacy and psychological support for students, as well as with social and educational volunteer paths or experiences in favour of the community. At the same time, it calls for stricter regulatory intervention on social media, including raising the age of access and more effective tools for the immediate removal of harmful content for minors.

2 INCLUSION, AN ENFORCEABLE RIGHT

Inclusion for students with disabilities can be a right that can be concretely demanded if action is taken on three fronts: the removal of architectural and sensory barriers in schools through the use of universal accessibility criteria and assistive technologies; the guarantee of teaching continuity for support teachers and specific training for all school staff; and, finally, truly inclusive emergency management that provides for customised protocols and specific aids for each student with disabilities in the Emergency Plan.

3 GLOBAL HEALTH, HEALTH LITERACY, SOCIO-AFFECTIVE EDUCATION

It is proposed to integrate into school curricula the scientific and interdisciplinary 'One Health' approach, which recognises the link between human, animal and environmental health, and to include in civic education the knowledge of the National Health Service, with its services, reference professionals, and citizens' rights and duties. Finally, it is requested to guarantee relational and mental wellbeing through the structural presence of the psychologist at school, as a preventive garrison against bullying, eating disorders and youth discomfort.

4 NATURAL RESOURCES, CLIMATE CRISIS, YOUTH CIVIC ENGAGEMENT

With respect to the challenge of environmental democracy, the school must transform itself into a garrison of civic monitoring of the territory. The objective is to make young people actors of change through: the monitoring of local risks and the state of implementation of municipal civil protection plans; the direct management by students of a share of school funds to implement 'green' micro-projects; the acquisition of a 'toolbox' with legal, technical and scientific tools to intervene in sustainable decision-making processes.

5 BELONGING TO TERRITORIAL COMMUNITIES AND INTERGENERATIONALITY

The overall objective is to strengthen the link between young people and the territory, creating opportunities that act as a brake on the depopulation of small villages and inland areas. How? By transforming, for example, schools into intergenerational hubs where adults and the elderly run manual workshops (such as cooking, vegetable gardens or handicrafts) to pass on practical knowledge to the new generations; by supporting youth micro-entrepreneurship projects in the tourism, cultural and environmental sectors, designed specifically for secondary school students.

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