Conference Program

Educational poverty represents a multidimensional condition that limits children’s opportunities for learning, participation, and the full development of their capabilities across different life contexts (Save the Children, 2016). It manifests not only as economic deprivation, but also as a restriction of relational, cultural, and symbolic resources that affect developmental processes.

Within adoption pathways, this phenomenon may assume specific configurations, intertwining with early experiences of trauma, affective discontinuity, and identity fragility that influence socio-emotional well-being and school experience (Palacios & Brodzinsky, 2010; Van IJzendoorn & Juffer, 2006).

Adopted minors may encounter difficulties in emotional regulation, learning processes, peer relationships, and in constructing a sense of belonging, thereby becoming exposed to risks of marginalization or misunderstanding within educational settings (Ferritti, 2019). From this perspective, educational poverty can be understood as a dynamic process generated by the interaction between individual vulnerabilities and the quality of support networks. Addressing it requires a systemic approach capable of activating protective resources at both family and community levels (Lo Piccolo, 2024).

In this framework, opportunities for dialogue between families and mutual self-help groups are particularly significant, as they foster the sharing of narratives, reduce isolation, and promote empowerment processes. These experiences positively affect parents’ capacity to interpret their children’s educational needs and to build effective alliances with schools (Guerrieri & Nobile, 2016).

Furthermore, the associative dimension can contribute to the generation of social capital, strengthening the sense of community belonging and counteracting stigma and stereotypical representations of adoption (Greco, Ranieri, & Rosnati, 2014).

This contribution presents an exploratory study aimed at analyzing the potential of such contexts in addressing educational poverty within adoption pathways (Balenzano et al., 2024). The study seeks to provide evidence useful for the design of integrated interventions capable of enhancing local networks and promoting equity, inclusion, and educational justice.