Through a literature review, this work aims to investigate how much the student voice is integrated within the teacher training and how this practice has repercussions on the professional practice of teachers and on the well-being of students. Specifically, we aim to investigate how much the student voice is integrated into the academic training curriculum of future teachers and how this practice impacts on teachers' professional practice in an inclusive perspective.

Indeed, the literature shows that students involved in student voice practices demonstrate greater involvement and responsibility for the tasks assigned to them, increasing the likelihood of generating meaningful learning. Based on this assumption, the research hypotheses that experiencing student voice in one's own training helps teachers who will go on to work with students with disabilities to internalise the importance and urgency of giving voice to the people usually unheard, and that experiencing engagement and advocacy can help future teachers to replicate this practice in their work.

This research therefore explores how the practice of student voice in teacher education can respond to one of the open questions of inclusive design in pedagogy, where people with disabilities are often not involved in the decision-making processes that affect them. The research evidence supports the finding in relation to policy that the voices of some marginalised groups continue to be absent (European Agency for Special Needs and Inclusive Education 2022a). All this based on the assumption that doing research ‘with students with disabilities” rather than ‘on students with disabilities”, is crucial for improving interventions effectiveness and students well being (Boyle 2012). People with disabilities have the right to overcome the silence to which the epistemic violence of context-driven discourse relegates them (Genova 2021). Under the term epistemic violence, Spivak (1988) defines practices in which people in marginal and subordinate positions are systematically silenced, or restricted in their ability to speak and be heard. Recovering the subjectivity of the person means in fact primarily restoring to that person's gaze the possibility of being a voice, considering that voice authoritative with respect to the definition of the life path (Marchisio/Curto 2019).

With this work, we aim to support Cook-Sather and Felten in their call for universities to move away from seeing students as products of the 'training factory' to seeing them as active and responsible members of the learning process and, also, to investigate how future teachers act within their professional practices the learned practice of listening to the voice of all students, exploring how this listening practice impacts the well-being of student.

This paper addresses the topic of the student-centered approach as a sustainable and effective learning method to promote well-being in the classroom.

The effectiveness of student-centered learning has been widely documented (Hattie, 2008, 2012; Cornelius-White, 2007; Armbruster et al., 2009), striking a balance with the teacher-led approach (Govorova, 2020; Rowe 2007), but the lack of student protagonism is still a critical issue highlighted by students in their experiences at school (Antonova et al., 2016): They still do not feel very involved in the teaching process. As this has proven to be effective for learning, this contribution presents the writing workshop as a student-centered didactic approach that could be implemented in many classrooms.

The writing workshop has its origins in the ideas of Murray (1972) and was then spread worldwide from the USA. In Italy it has not yet been widely introduced in classrooms and has not taken the place of an adequate approach (the didactics is still strongly focused on the final product, often without giving adequate importance to the whole writing process, from planning to revision), although it is in line with ministerial guidelines (MIUR, 2012) that emphasize the writing process. A group of teachers (Italian writing teachers) is trying to adapt the workshop to the Italian didactics (Poletti Riz 2017); the workshop is slowly gaining acceptance in schools and textbooks.

The strength of writing workshop that we want to emphasize here is that the student is master of his or her time, space, and learning (Atwell, 2015); the teacher is a facilitator of the writing process and helps students through one-on-one conferences (Calkins, 1994, 2014): This gives the teacher the opportunity to provide specific and individualized feedback, while the student is responsible for his or her work and can experiment autonomy.

This paper critically examines this approach as a possible method for implementing student-centered learning in a differentiated instruction perspective (Tomlinson, 2014) and illustrates it by documenting an empirical experience with qualitative data in a lower secondary school in Turin, Italy.

The concept of "child-centered" constitutes a widespread pedagogical imperative in early childhood education services, thanks to the contributions of Montessori (2017), Goldshmied (1997), and Malaguzzi (Cagliari, 2016), among others. However, the "child at the center” seems to be used as a floating signifier that is sometimes embedded in an idealized, a-contextual vision of childhood detached from a vision of education that links the position of children to a plural society (Biesta, 2022). Malaguzzi (1975) claims: «Children are certainly the primary point of reference, but anachronistic and idealized forms of child-centredness should be avoided: children are part of open and historically determined relationships, and the environments they inhabit should reflect this» (Cagliari, 2016, p.228). The relationship between the idea of child-centeredness and democratic perspective (Dewey, 2018) thus needs further examination. This study, part of constructing the theoretical framework of a Ph.D. thesis, aims to explore the relationship between "child-centredness" and democratic education by analyzing the main challenges that this relationship sets to early childhood education. Complexity epistemology (Morin, 2018) is the primary interpretative key. In nursery schools, children from zero to three years old struggle to participate in a democratic discourse without adult mediation. Observing and translating each child's needs encourage contextualization in a systemic perspective. Educational services can, therefore, use educational planning to translate thoughts into educational practices (Antonietti, 2023). Suppose the perspective of educational design uses the epistemological perspective of complexity. In that case, it will focus not on an idealized child but on the multiple, diverse child identities that are part of the unit class, allowing democratic experience. Complexity epistemology enhances the tension among identity, multiplicity, unity, and diversity, constituting reality (Ceruti, 2018): considering the multiple and diverse parts is essential to democracy. This results in professional knowledge and skills that can contextualize children's different and multiple behaviors, connecting and translating them into planning that puts each child at the core during their early experiences in the world. Adult mediation is a crucial tool in the dynamics that interconnect the intertwining of the various microsystems, in which each child, from an ecological perspective, is seen at the core (Bronfenbrenner, 1986). When educational design moves towards expanding each one's environment, creating experiential contexts (Guerra, 2023), it allows children to inhabit complexity systematically. Helping each child to recognize themselves as a multiple, complex reality and helping them to perceive others as numerous and complex realities allows a mutual recognition effect that promotes an idea of multiple citizenship (Ceruti, 2018), a fundamental perspective for a democratic sentiment. Suppose everyone's diverse multiplicities are at the basis of educational design. In that case, they become an integral part of the unit class, recognizing its complexity, «complexity ultimately comes from the latin plectere (to weave) and plexus (interwoven), together with the preposition cum (with): it, therefore, means "woven together"» (Ceruti, 2018, p.98): the parts of the system are recognized in their connections, not in a relationship of inclusion or exclusion concerning a unit, but as integral, interconnected parts of the unit itself.

Social media have long been considered both a strong driver of peer-to-peer social interactions (Caronia 2002, Turkle 2012) and an important ground for the establishment of participatory cultures and self-expression (Ito, Jenkins, boyd, 2016). Particularly in the last decade, the infosphere has undergone a development that, although expected, has surprised in terms of its speed and in terms of how profoundly it has changed young people's online practices. Has this transversal, constant and pervasive change affected the way young people negotiate their role in the peer group? The two-year research hereby presented (2020-21; 2021-22) involved students aged 14 to 19 from 9 secondary schools in the territory of the Metropolitan City of Bologna, with the aim of exploring this general question in order to offer a detailed descriptive and interpretative picture of the issue.

The first year was guided by two specific research questions (what are the media practices of today's adolescents? In what terms do their practices have an impact on their way of socialising and negotiating their identity?), was articulated into a quantitative study dedicated to gathering - through an online questionnaire (88 classes involved, 1658 respondents) - the general situation of the students and into a qualitative study - structured as a series of online focus groups (5, one for each year, for a total of 49 participants) - aimed at gaining an in-depth understanding of the results of the quantitative phase. A picture emerged in which technologies and social media assume a fundamentally important role in adolescents' relationships and identity formation (Pacetti, Soriani, Bonafede, 2023). Media practices represent a fundamental junction in the way adolescents behave, interact, act with their peers and socialise with reference figures (adults, peers and influencers). Very few use social media 'actively' (in the sense of being content creators), but they perceive their peers doing so positively and with admiration. Moreover, the lockdown profoundly changed their media practices: digital tools were the only means of communication and were used much longer than normal.

In the second year, the intention was to investigate aspects of adolescents' digital well-being in relation to their media practices and the way they socialise around them, both in the peer group and in the classroom group. The stages of the research, conducted according to a mixed method (Creswell, 2015), were twofold:

• a quantitative study dedicated to collecting - through an online questionnaire (1286 respondents) - the general situation of the students;

• a qualitative study - structured as a series of online focus groups (54 participants) - aimed at deepening the results of the quantitative phase.

The contribution aims to present some results of the second year of the research (s.y. 2021-22), focusing on:

• modes of interaction through technology among adolescents in formal (e.g. school) and informal contexts

• dynamics of inclusion and exclusion in peer groups

• research into subjective well-being from forms of socialisation among adolescents through technology.

Defining well-being in school settings is not straightforward (Thomas et al. 2016; Amerijckx & Humblet 2014). However, there is agreement in the literature regarding important factors to be considered, such as agency, autonomy, respect, sense of community, happiness, feeling valued, and positive relationships (Cassidy 2017). These aspects are related to the domain of character skills (Chiosso, Poggi & Vittadini 2021;Patera 2019; Heckman & Kautz 2017; Pattaro 2016; Maccarini, 2016) and suggest that well-being can be seen as the noncognitive outcome of education, which in turn affects students' learning opportunities. From this perspective, well-being can be considered the result of positive educational relationships and activities that help develop resilience and agency in students (Eaude 2009: 185).

In our view, Philosophy for Children (p4c) (Lipman 2004) can be an important contribution. According to Lipman's intentions, this teaching practice aims to develop complex thinking: critical, creative, and caring (Santi & Oliverio 2013). The characteristic element of p4c is the transformation of the classroom into a research community, an educational context based on dialogue aimed at generating serenity and respect among the participants, fostering exchange among peers and with the teacher-facilitator. It allows children to feel part of a community, thus focusing attention on more than just individual dimensions of well-being (Cassidy et al. 2022). By cultivating the ability to think together, p4c accustoms children to be challenged in their thinking and to face challenges with a positive outlook, helping them develop confidence in their own and the group's potential. Likewise, because of its structure and teaching principles, p4c further ensures a sense of agency. In the community of inquiry, children guide the direction of inquiry from the formulation of the initial questions, thus placing the ensuing dialogue around their interests, concerns, or “questions”. In the community of philosophical inquiry, students engage in “social, cognitive, and emotional” relationships that are relevant to their world and develop the habit of seeking and finding meaning together, a central aspect of a person's identity, relationships, and sense of well-being (Kizel 2017: 87).

Through p4c, it is possible to cultivate the mental attributes that make up character skills. Research conducted by the authors observed an increase in the social skills of adolescents, such as the ability to express disagreement and make observations, as well as accepting observations and expressing one's difficulties (Zamengo 2022).

The community of philosophical inquiry promotes individual and collective well-being by encouraging proactive attitudes toward engagement, supporting confrontation and dialogue for conflict resolution, and strengthening the possibility of consolidating satisfying interpersonal relationships that encourage a collaborative spirit and shared reflection.