The SO-WELL-AWARE project set out to strengthen inclusive education by addressing three key dimensions of students’ school experience: emotional well-being, social inclusion, and academic self-concept. Recognising that low well-being can lead to long-term disadvantages, the project aimed to equip teachers with the knowledge, skills, and digital tools to identify and support students at risk at an early stage. Its long-term objectives were to raise teachers’ awareness of student well-being, foster inclusive school environments, and promote innovative teaching and assessment methods. The project also sought to enhance both teacher and student digital competences through the development of the SO-WELL-AWARE Online Tool, Open Educational Resources, and a comprehensive Teacher Training Package. By providing these practical resources - the Online Tool, Promotion Package, and Training Package the project aimed to create lasting impact on teaching practices, support EU priorities of Inclusion and Diversity, and strengthen the capacity of schools to meet the needs of diverse learners.
Across Europe, inclusive education has become an urgent priority, underpinned by frameworks such as the UN Convention on the Rights of Persons with Disabilities. Genuine inclusion goes beyond placing students with special educational needs (SEN) in mainstream classrooms; it requires that all learners benefit from high-quality teaching, equal opportunities, and support for both academic and socio-emotional development. Research highlights school well-being – encompassing emotional well-being, social inclusion, and academic self-concept – as a central outcome of inclusive education. Yet students with SEN frequently report lower self-concept, reduced social acceptance, and greater discomfort at school, challenges that may have long-term consequences if not addressed early. The COVID-19 pandemic further intensified the need for structured, evidence-based approaches to support well-being. Teachers are key actors in this process, but often lack tools that adequately capture students’ perspectives. This project was therefore designed to address these needs, equipping educators with practical resources, training, and strategies to promote well-being in inclusive classrooms.