Learning and scholastic discomfort: psychological aspects

Observation in the school environment makes it possible to increase the level of knowledge of pupils' behavior, identifying points of reference to rebalance educational proposals by opening or strengthening "ways" towards possible didactic goals. In psycho-pedagogical research, there is a growing interest in the psychophysical well-being of the student in the context of the class. Many children live by passively accepting what happens and the causes are to be found in the ways in which they regulate emotions and relationships with others. Often, the same representations of peers and teachers can lead to school failure. The phenomenon of failure and dropout certainly has pathological repercussions on the functioning of the school system itself, on the evolution of individual educational and working histories, and social. The purpose of this work is to analyze some of the aspects that determine phenomena of scholastic discomfort and the possible individual and social repercussions.