Libri che “curano”, scuole che accolgono: il valore della biblioterapia pedagogica per bambini, bambine e adolescenti

Abstract

This article examines the role of bibliotherapy as an educational practice for children and adolescents, with a specific focus on school settings. After outlining its theoretical and historical foundations, the paper explores the connection between bibliotherapy and literature for young readers, highlighting the transformative potential of reading for emotional well-being and identity development. It also presents the first systematic implementation of pedagogical bibliotherapy carried out in an Italian school, involving two lower secondary classes at “Albano” Comprehensive School (I.C. “Albano”, Albano Laziale, Rome, Italy). The article emphasizes the importance of thoughtful mediation in the selection and use of texts, discusses key challenges and future directions, and argues for the integration of bibliotherapy into educational pathways to foster an inclusive school environment attentive to students’ well-being.