Davide Di Palma


The school environment, as the main formal educational context, should have among its main objectives the development of students also from a social, relational and personal point of view. Therefore, the main didactic challenge should be to propose a strategy capable of taking care not only of notionistic-cultural progress, but above all of social-relational progress by directing students towards citizenship and democratic life. In this regard, one element that the school system cannot do without is the presence, stimulation and learning of assertive communication between the various school actors involved. The study proposes a research conducted in secondary schools, with specific reference to students aged between 15 and 16, who were administered an innovative didactic proposal, based on cooperative learning, in order to investigate its impact on the levels of assertiveness compared to the traditional frontal didactic approach. The evaluation phase was based on the administration of the Gillan’s Assertiveness Profile.


School Environment, Cooperative Learning, Assertive Communication, Innovative Didactic, Social-Relational Progress

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Italian Journal of Health Education, Sports and Inclusive Didactics 
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