Clowning in schools: perspectives and pathways for inclusion between disability and foreign identity

Abstract

This study examines the impact of clowning, typically associated with medical settings, on school contexts, particularly regarding the inclusion of students with intellectual and physical disabilities and migrant backgrounds. Specifically, the study analyzes the impact of activities carried out by the non-profit organization Clown One Italia in different schools in Lombardy region (Italy), through the perspectives of clowning operators, professors, and former students. Empirical research has been conducted in 2024 through semi-structured interviews, processed and analyzed using the N-Vivo software. The results of the research highlight the relevance of these activities for students, who have improved their relational skills and have paid greater attention to the condition of disability and being foreigner. Moreover, their concept of care seems to have transformed thanks to the emotional experiences lived, to a more deep and aware reflection and consciousness of inequalities both inside and outside the school. In conclusion, the study emphasizes how clowning can be a valuable tool to promote school inclusion, fostering the construction of a more supportive and inclusive society.