This paper presents an action research conducted with teachers at an "istitutocomprensivo" (jointly managed preschool, primary and lower secondary school) in Bergamo (Northern Italy). The study was informed by ecological and naturalistic paradigms, and above all by the values of participatory action research (PAR). It examined the possibility that the difficult relationship between school and community may be viewed as an opportunity. The outcomes indicate that focusing on school-community relations can offer benefits on two conditions: 1. That this focus is taken as a starting point for rethinking the school's identity; and 2. That keywords are identified as a basis for understanding the school-community relationship in the current social context and for guiding appropriate action. We identified three types of action that may usefully be undertaken: introducing new forms of documenting school experience, involving the students' parents and the broader community in school projects, and using the outcomes of such projects to redefine school programs. A key recommendation for the future is to conduct further participatory research with students, their families, or other stakeholders, and to revisit the school curriculum in the light of the findings.

This paper presents an action research conducted with teachers at an "istitutocomprensivo" (jointly managed preschool, primary and lower secondary school) in Bergamo (Northern Italy). The study was informed by ecological and naturalistic paradigms, and above all by the values of participatory action research (PAR). It examined the possibility that the difficult relationship between school and community may be viewed as an opportunity. The outcomes indicate that focusing on school-community relations can offer benefits on two conditions: 1. That this focus is taken as a starting point for rethinking the school's identity; and 2. That keywords are identified as a basis for understanding the school-community relationship in the current social context and for guiding appropriate action. We identified three types of action that may usefully be undertaken: introducing new forms of documenting school experience, involving the students' parents and the broader community in school projects, and using the outcomes of such projects to redefine school programs. A key recommendation for the future is to conduct further participatory research with students, their families, or other stakeholders, and to revisit the school curriculum in the light of the findings.

Background: Adolescents often experience discomfort due to individual experiences and the influence of their environment. This discomfort sometimes leads to mental health problems. Education is pivotal in promoting adolescents’ mental health through dedicated prevention interventions and through everyday educational practice, both at school and in the community. Objective: To develop an overview of the types of educational interventions aimed at promoting the mental health of adolescents and young adults, providing helpful guidance and insights to teachers/educators. Methods: We conducted a scoping review developed through searches in the CINAHL, Eric, PsycINFO and PubMed databases. We summarised data using descriptive analysis, grouping educational interventions category according to their goals and purposes. Results: Of the initial 704 articles identified, 19 met the study inclusion criteria. Consistent with Dewey’s educational theory, most of the interventions reported in the selected studies can be viewed as genuine ‘educational’ interventions, in that they involved experiential and interactive activities such as discussion groups, role-play and art-based activities. Fewer interventions involved less participatory and more ‘information-based’ activities, such as lessons. However, in many interventions, the role of teachers/educators in promoting young people’s mental health was underestimated; indeed, in only a few cases were they the providers/co-providers of the activities described, and rarely was there continuity/alignment between the interventions and everyday school activities. Conclusions: Conducting a greater number of formal/informal educational interventions to promote adolescents’ mental health is imperative, especially in the current socio-historical context, but this enterprise must acknowledge, value and support the important role of teachers/educators as leaders and participants in this endeavour.

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In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability