Inclusion and Diversity in all Fields of Education

Well-being (WB) is important for the development of important democratic competences. Positive emotions are associated with the development of flexibility and adaptability, openness to other cultu...

Partners from 6 European countries, the Czech Republic, Germany, France, Italy, Spain and Latvia, decided to prepare a joint project. The project focused on the effects of various factors promoting inclusion in schools in Europe. The tool for addressing the topic of inclusivity in the participating countries will become the topic of well-being. As well-being has many areas, improving it in schools requires a holistic approach. The project will touch on the many benefits of improving well-being as an important part of inclusiveness in schools

Well-being (WB) is important for the development of important democratic competences. Positive emotions are associated with the development of flexibility and adaptability, openness to other cultures and beliefs, self-efficacy and tolerance of ambiguity. Main goal: Supporting teachers, school leaders and other teaching professions in the field of inclusivity and well-being, sharing examples of good practice and adopting them for their own teaching. The project was submitted at the time of Covid restrictions that worsened WB in schools. As an organization providing support to schools in the Vysočina Region, we wanted to find out what the state of WB is in other European countries, how they approach it, what they are doing well and what contributes to the improvement of WB in schools, and to provide information and tools for improving WB to all actors in education.

The project generated 2 results: R1, Wellbeing in schools - report from the questionnaire survey – Czechia, Germany, Latvia, France, Spain, Italy, VI/2022. In addition to the introduction, objectives and research methodology, the main part of the report is the results of the survey. The survey among pupils was divided into the areas of personal environment (family), experience from the previous school, experience from the current school and questions determining the degree of trust in the school, teachers, school staff and the wider environment (classmates, family...). R2, Wellbeing in educational institutions - examples from European countries. The result includes identification of partners, national and regional (any) strategies of partner countries, follow-up to the questionnaire survey and its results (R1) - how and why the partners chose a specific area of well-being, a set of methodological materials for use in the school.