Teachers and School Principals

Measures

A 58-question survey featuring multiple-choice and open-ended questions.

Activities considered essential for an optimal school psychology service
Perception of the need for the psychologist’s role within the school institution
Ideal service delivery modalities according to school principals

Uneven Presence: The role of the school psychologist is present in only a portion of Italian schools, with significant territorial and organizational disparities.
Reactive and Fragmented Model: The psychologist is often involved sporadically, with temporary assignments and interventions limited to crisis situations.
Insufficient Resources: The available working hours are generally few, and hourly contracts do not allow for systemic or continuous action.
Lack of National Guidelines: The absence of unified regulations hinders the establishment of effective and stable school psychological services.

Shift from a Reactive to a Preventive and Systemic Model: Teachers and principals express a wish for a service focused on promoting well-being, not merely on managing crises.
Stable and Integrated Presence of the Psychologist: There is a strong desire for a continuous professional figure embedded within the school community, capable of operating on multiple levels (individual, group, systemic).
Interventions Extended to the Entire School Community: There is a strong emphasis on actions directed not only at students, but also at teachers, families, and classes.
Collaboration and Shared Responsibility: Building a service based on partnership relationships among schools, families, and psychologists is considered strategic.
Alignment with International Models: There is a proposal for a professional profile of the school psychologist that supports learning, mental health, and relational skills, working actively with the entire school system.