Conference Program

...some reflections on the strengths, weaknesses and proposals for implementing the document ‘Guidelines for guaranteeing the right to education for adopted pupils’, issued by the MIUR in 18 December 2014, No. 7443, and updated by Decree No. 5 of 28 March 2023 of the MIM, which renamed it ‘Guidelines to promote the right to education of adopted pupils – 2023’. Adoption, whether domestic or international, can bring with it its own particular challenges, for example during the initial stages of mutual family adjustment, settling into school, social integration, and adolescence; throughout the various stages of growing up, a person with a history of adoption feels the need to answer questions such as ‘Who am I, where do I come from, where am I going?? questions for which one may choose not to seek an answer, or instead embark on a search that may continue over time, whether peaceful or restless, with oneself and others. Experiencing complex life trajectories and multiple, often sudden, changes are unavoidable circumstances for every adopted child; the experiences accompanying these events, which take various forms, can themselves be very different, as can the possibilities for reworking and integrating one’s identity. These elements, however, must not lead to simplifications, generalisations or determinism, fuelling misleading expectations and interpretations of the behaviours and possible difficulties of those involved in adoption. These premises in themselves serve as a reminder of the complexity of every life story, including in adoption, and of the need to pay attention to the unique characteristics of each individual—both their specific challenges and needs, and their resources and potential. This applies to both the circumstances of life prior to adoption and those within the new family and social context. In addition to the family, the school environment is a crucial setting for fostering well-being, opportunities for growth and development, where the experience of interacting with peers and new adults at school constitutes one of the most significant relational milestones for building a secure cognitive and emotional foundation – the cornerstone for active learning, inclusion, and familiarisation with the new educational and cultural system. The 2023 Guidelines are an important and innovative document; they provide teachers with knowledge and a framework for adoption, whilst also requiring them to apply it, focusing on good practices for welcoming pupils into school at various levels (administrative and bureaucratic, communicative and relational, continuity in the educational pathway, and links with local resources). Schools are not merely called upon to ‘teach’, but to create a safe and welcoming environment that fosters the development of identity and a sense of belonging. However, when viewed from a pedagogical-educational perspective, including an intercultural one, certain critical issues also emerge in the 2023 Guidelines. It is on these issues that we propose a reflection and educational best practices. For example, regarding the significance of the overall approach to recognising and encouraging recognition, within the school context, of the unique aspects of the adoption experience and the personal history of pupils who have been adopted.