Scuola e politiche scolastiche nelle situazioni di disagio

[Autom. eng. transl.] The composite and multifactorial nature of the discomfort, the internal variety of the problem, the sociological and psychological nuances that characterize it make it difficult to indicate a univocal definition of discomfort in general and the scholastic one in particular. A situation of scholastic distress must therefore be addressed in terms not of the pupil's problem but of the condition of difficulty of all the components of the system to which the boy belongs. In this perspective, the contribution examines two possible paths that are heterogeneous from each other, from which they can originate lines of action with which the school can prevent and combat discomfort. The first relates to the regulatory itinerary that focuses on the disciplinary and educational action of the school, with particular reference to the problems of bullying and socio-relational and environmental discomfort. The second examines the profound transformation that the introduction of a national assessment system and comparative procedures at international level on learning standards generates in order to the paradigm of the social and educational function of the school.