Problematic behaviours in the classroom and support for professionals: CeDisMa’s tools for the prevention of teachers’ burnout

Amongst the words most frequently used to analyse the current educational and scholastic scenarios, “complexity” seems to be the most appropriate term used to describe a reality in which, over the years, we can identify significant challenges that have modified traditional models and structures. Indeed, the present time is called the time of “complexity” and “hyper-complexity”. Nowadays, this paradigm can therefore be taken as the key to better understand the reality of schools, beset by a plurality of challenges, which have become increasingly complex over time. Specifically, many studies (d’Alonzo, 2019; Tomlinson 2015) highlight, as part of the daily experience of many teachers, the perception of an increasing difficulty in building an appropriate educational context for learning.