Students’ well-being and attitudes towards inclusion

This pilot study aimed to explore the attitudes of children attending Italian primary schools towards the inclusion of peers with special needs to identify different inclusiveness profiles based on the characteristics of different types of special needs/disorders. Moreover, the study analysed the relationships among students’ attitudes, different dimensions of school well-being and academic results. Three profiles indicating different levels of inclusiveness among children were identified. The moderately inclusive group showed the worst attitude towards peers with behavioural problems and the best academic results. The most inclusive group showed the highest level of school well-being, particularly for the relationships with classmates and self-efficacy dimensions