Download This thesis analyzes academic well-being in students with specific learning disabilities, considering emotional, motivational, and relational aspects. Students with learning disabilities exhibit low self-esteem and a poor sense of self-efficacy, as well as high levels of anxiety, depression, and anger, which negatively impact academic performance. Very often, students with learning disabilities are excluded from their classmates, leading to a decline in friendships and increased feelings of loneliness.
The inclusion of students with DSA in the school environment is guaranteed by Law 170/2010, which provides for the use of personalized teaching strategies and measures to promote educational success and reduce the emotional and relational difficulties of students with DSA.
Therefore, the aim of this thesis project is to assess the level of well-being in the school environment through the School Well-being Questionnaire (Tobia & Marzocchi, 2024), completed by 20 subjects aged between 8 and 16. The results show that the majority of the sample examined exhibits a compromised sense of self-efficacy and the presence of increased negative emotional aspects (anxiety, shame, and guilt). Therefore, it is essential to implement an intervention that is not limited to the specific skills deficits (reading, writing, and arithmetic), but also addresses the emotional-motivational sphere of students with learning disabilities. Collaboration between school, family, and specialists is essential to enhance their potential and promote autonomy.