Our Research

Affective Education is a multidisciplinary and interdisciplinary field of knowledge that includes pedagogy, sociology, sex education, psychology, civic education, and education on the web and digital devices. It involves different methods of intervention depending on age groups (from early childhood education to upper secondary school) and engages the entire teaching staff and families.

THE SITUATION IN EUROPE

In Europe, there is no unified regulatory framework on emotional education in schools. Since the 1950s, each country has introduced sex education courses into their school systems in various ways—some making them mandatory, others optional.
However, within the European Union, Italy is among the few countries that do not offer any form of sex education in schools. Alongside Italy are Hungary, Bulgaria, Cyprus, Romania, Lithuania, and Poland—the same countries that oppose the EU’s ratification of the Istanbul Convention, which aims to prevent and combat violence against women and domestic violence.

THE SITUATION IN ITALY

Italy has never instituted mandatory sex education classes in schools, but in 2013, it did ratify the Istanbul Convention in Parliament and is therefore obligated to comply, including the part concerning prevention in the educational context.

Chapter III of the Convention addresses prevention policies.
Article 12, paragraph 1, requires the parties to take “necessary measures to promote changes in the social and cultural patterns of behavior of women and men to eliminate prejudices, customs, traditions, and all other practices which are based on the idea of the inferiority of women.”
Article 14, paragraphs 1 and 2, calls on governments to act in the educational sphere: “Parties shall take, where appropriate, the necessary steps to include teaching materials on issues such as equality between women and men, non-stereotyped gender roles, mutual respect, non-violent conflict resolution in interpersonal relationships, gender-based violence against women, and the right to personal integrity, adapted to the evolving capacity of learners, in formal curricula and at all levels of education.”

THE NEED TO FORMALIZE THIS KNOWLEDGE

The Foundation aims to support this process by theorizing a preparatory academic and scientific framework for the structuring of this field of knowledge.
In the absence of legislation and standardized training, schools have welcomed a variety of actors—different associations, gender organizations, anti-violence centers, doctors, psychologists, religious groups—each offering their own perspective.
This has raised concerns about ideologization and a lack of professional expertise in addressing such delicate subjects as sexuality and emotional development in students.

Emotional education must be entrusted to qualified personnel who can also guide parents through this sensitive and complex journey.
Clearly, emotional education in schools alone cannot solve every issue—families and the broader social context must also play their part.
Cultural changes take decades, but fortunately, today’s Italian context already reflects shifts that must not only be acknowledged but actively supported and made part of our shared heritage.
Civil rights and LGBTQ+ families are part of this legacy.

In this regard, we must look to countries that have already introduced emotional education. These nations have seen important improvements in gender gap indicators and workplace gender equality, and have also made significant progress in recognizing gender identity and sexual orientation, welcoming and integrating migrants, and showing solidarity with people with disabilities.

THE RESEARCH

We are conducting an academic research project led by the ADV – Against Domestic Violence Departmental Research Center, part of the Department of Sociology and Social Research at the University of Milano-Bicocca.

The Research Team

The research is directed by Prof. Marina Calloni and conducted in collaboration with professors, researchers, postdoctoral fellows, and PhD candidates affiliated with ADV. In particular, the following will contribute:

  • Prof. Sveva Magaraggia
  • Prof. Elisabetta Ruspini
  • Dr. Giorgia Serughetti
  • Dr. Daniela Belliti
  • Dr. Fulvia Giachetti
  • Dr. Anna Maria Gadda

The research will also benefit from contributions by colleagues from the Department of Psychology, the Department of Human Sciences for Education “Riccardo Massa”, and the Department of Medicine and Surgery, particularly regarding psychological, pedagogical, and medical issues.

Objective of the Research

This theoretical and empirical study aims to assess the political, educational, cultural, and legislative needs related to the introduction of emotional education in lower and upper secondary schools.

Final Goal

To propose:

  • A university program designed to train teachers in lower and upper secondary schools
  • Methodologies and materials for developing tools aimed at raising awareness, self-defense, empowerment, and consciousness among interested students
  • A draft law for the introduction of “Emotional Education” as a mandatory subject in the relevant schools