In schools, in addition to learning, you learn to live. Still, not all children live school as a place of inclusion. Some are invisible to the eyes of peers, excluded from the games and ignored by the groups. But If the loneliness of a child suddenly became evident in the eyes of adults, could things change? This is exactly what Alan (Cornell University), Michela Carlana (Bocconi University) and Marinella Leone (University of Pavia) occurred in an experimental study entitled Inclusive teaching: social isolation spotting in the classroom (Fordcoming on AEJ: policy). During the school year 2022/2023, the researchers involved 46 public primary schools in Lombardy, Piedmont and Lazio. The teachers of half of the schools was given a simple tool: a map of the network of friendships of their class, built starting from the indications of the children themselves, accompanied by data and scientific information on the risks of social exclusion, in particular for students with migratory backgrounds or the lowest socio -economic status. After six months, the researchers detected tangible effects: the probability that a child had no friend in the classroom was reduced by 50% compared to the control group. Pupils in the treated classes received more nominations as “best friends”, a sign of greater inclusion. But there is more. The students involved in the treatment were also less inclined to antisocial behavior, measured through an experimental game in which they could anonymously “sabotage” a companion to obtain a material advantage. In the treated classes, the propensity to sabotage fell by 11%. No effect, however, on prosocial behaviors such as cooperation or donation. To quantify the collective effects, the research team has simulated the aggregate results of the “class as a community”: how much performance is lost due to anti -social acts? In the treated groups, the researchers recorded an increase in the average Payoff (ie of the simulated “economic well -being”) and a significant reduction in internal inequality, measured through the Gini index. In other words, Less sabotages are equivalent to more well -being for everyone. The cost of the intervention? Only 21 dollars per student.
Michela Carlana, 37, during a lesson at the Bocconi University of Milan
A more right and inclusive school is possible
We have deepened the practical implications of the research with one of the scholars involved, Michela Carlana, Professor associated with Harvard and leader of Leap-Bocconi.
What link is there between inclusion and well -being in a broad sense?
«School inclusion does not only concern the quality of relationships between children, but has direct effects on individual and collective well -being. A child who does not feel excluded develops more trust, less anxiety and better social skills. At the class group level, more inclusion means less conflicts, less antisocial behaviors and a more serene learning environment. In other words, inclusion is a necessary condition because there is widespread well -being, not only at school but also in future society ».
How can we better translate Laboratory for Effective Anti-Povery Policies to Italian and what are its primary goals?
«The most faithful translation is a laboratory for effective policies for the fight against poverty. The Leap was born with the aim of producing rigorous scientific research to draw, test and evaluate public policies that reduce poverty and inequalities, both in Italy and internationally. The approach is based on field data and experiments, in collaboration with public and private institutions, to transform scientific evidence into concrete policies “.
Are teachers called to respond to too many stresses and risk not to notice insulation nuclei and suffering?
«Yes, it is precisely what the study shows: teachers often underestimate social isolation, not for lack of attention, but because it is an invisible phenomenon. The bureaucratic and didactic load makes it even more difficult to grasp these thin signals. The research shows that it is enough to provide simple and targeted tools – such as friendship network maps – to make visible what normally escapes, without further burdening teachers’ work ».
Is breaking insulation into primary school also a way to prevent even more serious problems in adolescence?
“Prolonged exclusion in childhood is a risk factor for anxiety, depression, bullying, poor performance and school abandonment in adolescence. Intervening soon means reducing the probability that these difficulties become chronic. Creating an inclusive environment in primary is not only a “short -term” measure, but a real investment in the future psychological and social well -being of the boys “.
Can this type of relationship mapping also be applied in first grade secondary class groups?
«Yes, indeed in that age group it can be even more useful even if further research should investigate the effect of an intervention during the secondary. In secondary groups become more complex, with even stronger exclusion dynamics and popularity. An instrument that makes social networks visible could help teachers to intercept prematurely isolation situations, which risk having even more marked consequences in adolescence “.
Will there be another step after the experimental phase?
«The goal is to bring this approach beyond the experimental phase and make it part of widespread educational practices. The next step is to collaborate with schools and institutions to make the mapping and monitoring of relationships a simple, accessible and sustainable tool over time. The experiment has shown that with minimal costs you can get important benefits: now the challenge is to climb the intervention and as a Leap we collaborate every year with many schools to help them with this and many other projects ».
