Conference Program

Navigating uncertainty is one of the central developmental challenges facing adolescents. In a context marked by growing social inequalities, digital transformation, and geopolitical instability, supporting young people in constructing a meaningful life project is increasingly recognised as a protective factor against school disengagement and dropout (Ryan & Deci, 2017). This contribution presents findings from the Giovani SMArt project, a participatory action research initiative funded by Regione Lombardia and implemented in a valley community in northern Italy, involving a near-census sample of 1,229 students (48% male) attending four upper secondary schools (Giganti & Zambelli, 2025).

Drawing on a quantitative survey administered, the study examined the prevalence of school dropout risk factors - including migrant background, parental education and occupational status, special educational needs (SEN), and irregular schooling trajectories - and their associations with key psychosocial variables. The research focused particularly on adolescents' sense of meaning in life, measured through the Situational Meaning in Life Evaluation scale (SMILE; Zambelli & Tagliabue, 2024), alongside identity development (U-MICS; Crocetti et al., 2010), life satisfaction, and school climate.

Findings reveal that students who chose not to disclose their SEN status reported significantly greater difficulty finding meaning in life, particularly in terms of purpose and values. Girls reported higher levels of search for meaning than boys, suggesting gendered patterns in existential engagement. Students with migrant backgrounds showed greater reconsideration of commitments in both academic and social domains, indicating a more fluid and uncertain identity construction process. Irregular schooling trajectories were negatively associated with satisfaction toward school and self.

Among school-context variables, peer support and parental involvement emerged as significant protective factors. Students with higher dropout risk reported lower peer support and lower parental engagement in school life, while those with SEN or migrant backgrounds perceived less cultural acceptance and a weaker democratic climate within their schools and classrooms.

These findings informed a co-designed territorial intervention involving schools, social services, third-sector organisations, and local administrations. The data were shared with school principals, social workers, and municipal stakeholders to activate personalised support pathways and growth-oriented activities in sport, music, and the arts.

This study illustrates how data-informed participatory research can bridge psychopedagogical knowledge and local practice, supporting the co-construction of environments where adolescents feel recognised, capable of contributing, and motivated to remain engaged in learning.