by Maximiliano Crocamo
Regional councilor Laura Fasiolo on Wednesday unveiled Proposed Law No. 91, a cross-party initiative backed by all members of the Democratic Party (PD) that seeks to introduce socio-emotional education into schools across Friuli Venezia Giulia.
The proposal would amend Regional Law 13/2018 by adding a new Article 28, creating a framework for regional funding of educational programs aimed at strengthening young people’s emotional wellbeing.
The legislation comes amid growing concern over what its authors describe as a “silent but pervasive” mental health crisis among adolescents. According to Save the Children’s 2025 Atlante dell’Infanzia, fewer than half of Italian teenagers report feeling psychologically well, with the figure dropping to just 34.2 percent among girls. The report also highlights a steady rise in anxiety and depression, now affecting approximately one in five minors.
Bullying remains another pressing concern. Data released by Italy’s National Institute of Statistics (ISTAT) in 2025 indicate that roughly 22.1 percent of young people in northeastern Italy experience bullying at least once a month, while 34 percent report being victims of cyberbullying.
If approved, the new Article 28 would allocate regional funding for projects focusing on emotional literacy, conflict resolution, affective education, and the prevention of gender stereotypes. The initiatives would be implemented through networks of schools working in coordination with the Regional School Office (Ufficio Scolastico Regionale).
The proposal earmarks a total of €300,000 over three years, with €100,000 allocated annually from 2026 through 2028 to support pilot programs.
Fasiolo said the legislation is the result of years of work but has become increasingly urgent in light of worsening indicators of youth wellbeing.
“We are asking for relatively little,” she said. “We are starting with small-scale pilot projects, where schools can work together, build networks, and experiment with new educational approaches.”
Supporters argue that introducing socio-emotional education into classrooms would not only help students better understand and manage their emotions but also foster healthier relationships, reduce bullying, and create more inclusive school environments.
