[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592699-105":59,"doc-detail-592699-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","i-feel-good-at-school-reducing-school-discomfort-levels-through-integrated-interventions","I Feel Good at School! - Reducing School Discomfort Levels through integrated Interventions","","Early school leaving is treated as a Europe-wide social emergency driven by multiple interacting factors, including family, economic and territorial discomfort, as well as individual psychological and learning-related characteristics that can foster school rejection. The paper presents the NoOut project, designed to deliver integrated interventions during school hours to reduce dropout risk in primary education. Results are analyzed using the TVD discomfort evaluation test, showing a decline in perceived discomfort at individual and group levels.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/i-feel-good-at-school-reducing-school-discomfort-levels-through-integrated-interventions/592699/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/i-feel-good-at-school-reducing-school-discomfort-levels-through-integrated-interventions/592699.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What tool is used to assess school discomfort levels?","Question",{"text":112,"@type":113},"The paper uses the TVD discomfort evaluation test to represent perceived school discomfort at both individual and group levels, and reports a drop in test outcomes.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},592699,1792439483,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","I Feel Good at School!  \nReducing School Discomfort Levels through integrated Interventions  \nBy Batini Federico􀀍, Marco Bartolucci† &  \nErmelinda De Carlo‡  \nEarly school leaving is a real social emergency across Europe. Literature and field experience show that the factors leading to the decision to drop out of school are different: family problems, economic distress, territorial discomfort. In addition, there are individual characteristics such as: psychological dimensions, ease/difficulty of learning, ability/disability that may contribute to the rejection and to the school resistance, generating perception of inadequacy and failure. The school, in the short term, cannot affect in a profound way on non-school factors, but it can provide a positive atmosphere at school, allowing children to grow up in a serene environment, where relationships are proposing and stimulating. Aiming to make students feel comfortable at school is a way to diminish their risk to drop out. In this way, \"going to school\" becomes a choice \"to feel well\" and not a compulsory requirement. The NoOut project, which is presented here, was created with the main objective to model interventions for recovery and development, to be held during school hours, designed to prevent school dropout from primary school. The actions combine synergistically a teaching of basic skills, guidance, reading aloud (teaching of skills, direct experience, deployment of stimulating and engaging learning environments, personal narratives, narrative guidance paths, narrative training, and educational gaming) . This article analyses the results outlined through the TVD test (discomfort evaluation test), which presents a drop on test outcome (that means reduction of risk of school dropout) for the first cycle of education in the first year of the NoOut project. The TVD is a tool that can provide a representation of the perceived school discomfort levels at individual and group level.  \nKeywords: active learning, early school leaving, drop-out, discomfort, distress perceived.  \nIntroduction  \nThe human being lives within a network of relationships. The type and quality of relationships affect the functioning of the person himself and the methods of learning which will be able to put in place. This may mean that a situation of distress at school is not to be considered an exclusive problem of the student, but a difficult condition that involves all the players in the system of which the boy is part (Batini & Benvenuto, 2016) . The family distress, the  \n􀀍Professor, University of Perugia, Italy.  \n†Postdoctoral Researcher, University of Perugia, Italy.  \n‡Postdoctoral Researcher, University of Perugia, Italy.  \n[https://doi.org/10.30958/aje.6-3-3](https://doi.org/10.30958/aje.6-3-3) doi=10.30958/aje.6-3-3  \neconomic one and the territorial one represent, for example, external factors that facilitates early school leaving. However, school can intervene appropriately from the inside, avoiding the onset of fatalistic attitudes towards the supposed inevitability of the dispersion for those coming from certain contexts, such as socio-cultural disadvantages, suburbs, poor cultural context etc (Batini & Bartolucci, 2016) .  \nThe aim of this paper is to document research actions and results of an action research project we implemented in an Italian region (Tuscany), with a percentage of early school leavers between 17.6% - 18.6% against an EU average of 12.8%, and involved 5 Educational Institutions and 4 training agencies between Arezzo and Florence.  \nThe project called NoOut, of which the Ente Cassa di Risparmio di Firenze is the leader and funder in collaboration with the University of Perugia, ISFOLand Pratika Nausika associations of Arezzo, has set itself the goal of understanding the causes of school dropouts in order to model tools and intervention actions. Areas of research-action focus is both on skills levels and on the levels of well-being at school. The two areas, inevitably an","cbCainbhl9pbG3wc","https://ap.wps.com/l/cbCainbhl9pbG3wc","pdf",772010,13,"English","# Introduction\n## NoOut Project and Intervention Design\n## Evaluation Method (TVD Test)\n## Research Aims and Context","[{\"question\":\"What tool is used to assess school discomfort levels?\",\"answer\":\"The paper uses the TVD discomfort evaluation test to represent perceived school discomfort at both individual and group levels, and reports a drop in test outcomes.\"}]","I Feel Good at School! - Reducing School Discomfort Levels through integrated Interventions | PDF",1792075139,33]