Conference Program

Teacher agency is a concept that has been widely examined in educational research, though its definition remains debated due to diverse theoretical perspectives (Andreoli et al., 2022). Educational research has increasingly emphasized the relationship between teacher agency and school inclusion, showing that teachers’ intentional actions are key to promoting inclusive practices (Pantić, 2015, 2017; Corsi, 2024). From this viewpoint, inclusion is seen as a broad process involving all students, rather than just those with disabilities, and addressing the multiple forms of diversity present in educational settings (Lascioli, 2014). In this context, inclusive teacher agency refers to teachers’ capacity to actively shape educational environments, influencing practices, relationships, and educational meanings (Biesta & Tedder, 2007; Biasi et al., 2014; Ciraci & Isidoro, 2017). Implementing inclusive practices plays a pivotal role in enhancing student well-being (Hannigan et al., 2019; Boyle et al., 2023).

Based on these assumptions, we conducted interviews with 15 teachers responsible for school evaluation and improvement plans in 15 Italian schools, characterized by a high presence of students with special educational needs (such as students with a migrant background, specific learning difficulties, etc.) and socio-emotional difficulties (including anxiety, low self-esteem, behavioral disorders, and family problems). The study aims to explore: 1) the conditions that influence teacher agency, focusing on enabling and constraining factors, and 2) the strategies through which teachers negotiate constraints to promote inclusion and student well-being. The interviews were analyzed using thematic analysis (Braun & Clarke, 2006) to identify and interpret patterns of meaning.

Findings show that constraints on teacher agency are multidimensional. First, context-related constraints emerge, including the lack of structured procedures and protocols for the inclusion of students with a migrant background, the high turnover of special education teachers, the lack of resources for school psychological support, and the limited availability of innovative technological tools. Second, socio-relational constraints were identified, such as weak collaboration and support among colleagues, limited collaboration with external professionals (such as cultural mediators, psychologists, and local services), and weak educational partnerships with families. Finally, a few interviews highlight personal constraints, mainly related to teachers’ perceived lack of adequate competencies in managing students with educational and relational difficulties. According to interview data, teachers implement diverse strategies to address these challenges and promote students’ inclusion and well-being. Specifically, they act: 1) at the individual level, through active listening to students’ needs and mentoring activities; 2) at the classroom level, by promoting project-based activities such as workshops, theatre-based activities, remedial and enrichment courses, and peer tutoring among students; 3) at the community level, by strengthening collaboration within the internal school community (teachers, school leaders, and families) and with external resources (experts, psychologists, and local services).

The study shows that teacher agency contributes to enacting inclusive practices by supporting inclusion as a democratic process and promoting student well-being within the school community. The findings suggest that effective teacher action can operate across three levels—individual, classroom, and school community—, highlighting teacher agency as a situated, relational, and systemic process.