One essential indication for achieving the main goals of inclusion is students’ subjective well-being in school. Students’ well-being related to inclusive education is best represented by the three basic pedagogical dimensions: emotional well-being, social inclusion, and the academic self-concept. Since low well-being tend to accumulate and result in many disadvantages over the life course, it is crucial that teachers monitor students’ well-being in their classroom, in order to offer appropriate support at an early stage of endangered school well-being.


Based upon research about how to promote students’ subjective well-being in school, the SO-WELL-AWARE project develops a 6-week program for teachers in primary and secondary schools to improve students’ subjective well-being in school. The project will collect comparable data on the effects of the intervention program in LU, AT, FIN and PT.


• Work Package 2: Develop and implement an Online Tool to identify and monitor levels of school well-being (i.e., emotional well-being, social inclusion and self-concept) to promote the skills of teachers, who can use the OER tool permanently develop an Online Manual explaining the purpose and use of the Online Tool and the relevance of school well-being

• Work Package 3: Develop and implement a Promotion Package to foster school well-being 

• Work Package 4: Develop and implement a Teacher Training Package and its workshops on the purpose and use of the Online Tool focusing on the relevance, assessment, monitoring and promotion of school well-being

• Work Package 5: Evaluate the whole SO-WELL-AWARE Package