The school must be built as a welcoming place: the conditions that favour well-being at school are important to achieve the widest participation of children, adolescents and parents in a common educational project. The school must lay the foundations of children’s and young people’s education, in
the knowledge that it will continue in all subsequent phases of life. It is therefore important to pay attention to the social dynamics that take place in the school environment, not only between teachers and students, but also between teachers and class groups, between students, teachers and the social
context. With a view to complexity, this paper aims to explore a better understanding of some of the processes underlying school wellbeing, as a dimension related both to the achievement of learning goals
and to the wellbeing of all those involved in school life. The paper presents research on school wellbeing through the examination of a non-probabilistic sample of students, teachers, non-teaching staff and principals. The research was conducted using a Mixed Method Approach, in particular, the in-depth
study through semi-structured interviews (the results of which were analysed using NVivo software) of aspects that emerged after an initial exploratory survey will be presented. The main aim of the research
is to investigate how school climate can reflect the qualities and characteristics of school life through the different dimensions that emerged from the survey.
