B.01. Building Inclusive and Democratic Schools Through Students’ Psychological Resources

Schools are increasingly expected to promote academic learning but also students’ psychological well-being, social inclusion, and active participation in democratic life. Research in psychology highlights the relevance of individual differences in developing psychological competences (e.g., empathy, self-efficacy, prosocial behaviour, and emotional regulation) as resources shaping students’ capacity to build positive relationships, engage with diversity, and participate meaningfully in school communities (Caprara et al., 2014). Within Bandura’s Social Cognitive Theory (Bandura, 2001), these resources operate through reciprocal interactions between individual factors, social environments, and cultural contexts.

The 2030 Agenda for Sustainable Development identifies the realization of all children’s rights and the inclusion of those furthest behind as essential conditions for sustainable progress worldwide. In line with this vision, international frameworks such as the OECD’s work on student well-being and socio-emotional skills emphasize how psychological resources empower young people to participate actively in their communities and democratic life, reinforcing civic engagement as a key driver of the Sustainable Development Goals (OECD, 2021).

This panel aims to advance interdisciplinary understanding and foster open debate on how psychosocial factors can shape students’ well-being, citizenship, and social integration within and beyond the school context. We invite evidence-based studies examining these processes from psychological, educational, and multidisciplinary perspectives. Contributions may include empirical studies, comparative analyses, intervention evaluations, or conceptual reflections that explore how psychological resources support inclusive learning environments, mitigate inequalities, or strengthen democratic participation.