Building inclusive and well-being school communities and “citizenization” through children’s active participation. The ISOTIS study

The contribution presents some results and reflections drawn from the international study titled ‘Feel good: Children’s view on inclusion’, led by the authors of this article. Set within the framework provided by EU-funded collaborative project ISOTIS (www.isotis.org), this international qualitative participatory research study in 2018-2019 involved children in pre- and primary school settings and informal after-school contexts in areas characterized by high cultural diversity and social inequality in eight European countries (the Czech Republic, England, Germany, Greece, Italy, Norway, Poland, and The Netherland). The research was designed to enable a better understanding of children’s experiences, perceptions and opinions about inclusion and well-being at school. Through a multimethod participatory approach, it was aimed at exploring what factors the young participants identified as promoting or undermining well-being and inclusion at school, and at eliciting their suggestions to make school more welcoming and inclusive. The overall research experience was intended as an opportunity for the children involved to be actively and meaningfully engaged, and to experience citizenship and agency. The analysis of the main results along with the educational and formative impacts on children and professionals offers valuable suggestions for promoting democratic and inclusive learning environments and shaping innovative forms of civic education and teachers training.