In a decisive move to enhance support for students with disabilities, the Italian Minister of Education and Merit, Giuseppe Valditara, has unveiled a series of measures designed to bolster the numbers and training of support teachers across the country. With the rise in the number of students requiring assistance—approximately 359,000 in the 2023/24 school year, representing 4.5% of total enrollment—there is an urgent need for better-resourced educational frameworks.
The recent decree published by the ministry allows families to request confirmation of their child’s support teacher for the upcoming year. Alongside this, a significant increase in staff is expected, with 1,866 positions set to be added in September 2025, followed by an additional 134 positions in the 2026/27 school year, bringing the total new roles to around 2,000.
Beginning between April and May 2025, new training courses for support teachers, facilitated by Indire (the National Institute for Educational Documentation, Innovation, and Research) and universities, will kick off. The courses will first offer internships for 10,000 teachers who obtained their qualifications abroad, with these sessions expected to conclude by June 2025. Following this initial phase, approximately 50,000 slots will open for teachers who have served at least three years in support roles without formal specialization. In addition to this, another 25,000 to 30,000 openings may arise in the fall of 2025 as more candidates reach the qualifying service period.
Previously, the number of support teachers who had received specialized training has steadily increased, rising from 63% to 73% over four years. Nevertheless, there still remains a substantial percentage of non-specialized teachers—27% of support roles across the country and as high as 38% in northern regions—further exacerbated by 11% of support teachers being assigned late to their positions.
In a concerning trend, 57% of students with disabilities change support teachers from one academic year to the next, with 8.4% experiencing teacher changes mid-year. This inconsistency presents a clear challenge for students who require stable support in their educational journeys.
Despite previous efforts, including nine cycles of Tfa courses that have specialized around 200,000 teachers, staffing challenges persist. The number of teachers working under fixed-term contracts has doubled while numerous permanent positions remain vacant, with aforementioned statistics indicating over 100,000 such vacancies specifically within support teaching roles.
The Ministry is addressing these looming challenges with a revised approach. Future training programs will specifically cater to two main demographics: teachers holding foreign qualifications and those who have been serving in support roles without formal recognition. This scope of training attempts to better align educational needs with teacher qualifications.
As for the logistics of these courses, they are set to be delivered via an online format, incorporating synchronous instruction while allowing a maximum of 10% of teaching hours to be asynchronous. Laboratory and practical components will also emphasize synchronous delivery, with in-person exams required.
However, there are pressing questions regarding the upcoming hiring process as August 31 approaches, the deadline for extraordinary hiring from the first tier of the Provincial Rankings for Substitutes (GPS). Individuals hoping to secure permanent positions through the Indire courses must already be registered. Registrations for the courses are due to open in April 2025, yet many potential candidates fear they may not complete the courses in time for the upcoming hiring window.
In light of these uncertainties, the FLC CGIL trade union has urged Minister Valditara and Minister Bernini to pause the Indire support courses, pending clarification on the foreign qualifications being accepted, which has implications for both candidates and the overall structure of the hiring process.
A critical point of consideration remains whether the courses can be completed by the necessary deadlines, especially given the rigorous prerequisites enforced by the Ministry. Currently, teachers must have submitted any recognition requests at least 120 days prior to June 1, 2024, a stipulation that could limit many teachers from entering the hiring rounds.
Despite these hurdles, proponents of the Indire training program argue for its potential benefits. They highlight that the telematic delivery of these courses translates into greater flexibility and accessibility, allowing teachers to participate from any location. Moreover, innovative teaching methods facilitated by technology can enhance the educational experience for teachers and students alike.
Moreover, addressing the costs associated with obtaining additional qualifications through in-person sessions, telematic learning could reduce financial burdens by eliminating travel and accommodation expenses. The course's structured approach offers a substantial duration—at least four months—aligning with academic standards and providing an adequate framework for intensive learning.
The road ahead for support education in Italy remains fraught with challenges, balancing both the urgent need for specialized education resources and the expectations of educational authorities as they strive for timely and effective solutions. Whether the Ministry’s efforts will succeed in creating a more equitable assessment and support system remains to be seen, yet the dialogue surrounding Indire’s initiatives continues to evolve.
