Abstract

The rapid increase of psychological requests and interventions in the Italian school context due to the Covid-19 health emergency paved the way to a new awareness of the urgency of defining in a systematic way the role of the school psychologist in our country. Times seem to be mature to overcome the dychotomy «intervention to promote wellbeing vs specialistic intervention on distress»: school psychologists should operate within a broader epistemological framework, in order to promote wellbeing and to support the acquisition of psycholgical resources not only and not necessarily linked to a situation of emergency or to conditions of distress. This has implications for a new social representation of the psychological profession, and for its academic education and training.