Conference Program

The classification of a territory as an inner area implies the recognition of specific socio-territorial characteristics and structural criticalities that may hinder local development processes and affect the quality of life of the resident population, particularly that of children. In Italy, this category includes territories characterized by geographical marginality, socio-economic and educational fragility, and a significant distance from the main centres providing essential services, especially in the fields of education, healthcare and transportation.

With the aim of counteracting these dynamics of territorial marginalization and the phenomena of depopulation and social exclusion, in 2013 the National Strategy for Inner Areas (SNAI) was launched, promoted by the Italian Agency for Territorial Cohesion within the framework of the 2014–2020 European Structural and Investment Funds programming (Agenzia per la Coesione Territoriale, 2021).

At the national level, the Strategy identified 72 inner areas characterized by low population density and a high ageing index. Within the context of the Tuscany Region, three inner areas were selected, including the Unione dei Comuni della Val di Bisenzio (Vaiano, Vernio and Cantagallo, in the province of Prato), which also presents significant criticalities in the educational and school sector.

Indeed, according to surveys conducted in recent years, the school population shows a significant percentage increase in girls and boys with Special Educational Needs within the two Comprehensive Institutes in the area. Due to these school and territorial vulnerabilities, these students risk becoming particularly exposed to phenomena of social exclusion and to a lack of adequate attention and responses to situations of fragility.

If the school represents a place of educational care (Certini, Distefano, 2024; Mortari, 2025) and democratic participation (Dewey, 1951) - offering everyone the opportunity to “bring out” their own uniqueness and welcoming, with appropriate tools, the many possible situations of childhood vulnerability (also in respect of everyone’s right to education) - then it has the responsibility to include within its staff professional figures capable of promoting both social and individual well-being, as well as inclusive practices (Crispiani, 2022; Iori, 2018; Miatto, 2023; Premoli, 2024; Premoli, 2025).

About this perspective, a doctoral research project was conducted in the territories of Vaiano, Vernio and Cantagallo, experimenting the inclusion of a pedagogist within school and local contexts in order to promote targeted and multi-perspective interventions aimed at preventing and counteracting possible forms of school marginalization and social exclusion, while expanding everyone’s opportunity to take part in the entire educational process through appropriate tools and within a democratic framework (Legge 27 dicembre 2017, n. 205; Legge 15 aprile 2024, n. 55; Ministero dell’Istruzione, dell’Università e della Ricerca, 2020).

This contribution, after providing an overview of the school-territorial criticalities of the Unione dei Comuni della Val di Bisenzio, aims to present the main results of the research in order to promote reflections on the need to introduce pedagogical professionals within Italian school contexts.