Well-being is a feature of each age, and it is necessary for students to enjoy all human rights (Ben-Arieh,

Casas, Frones & Korbin, 2014). For a long time, education has focused only on academic acquisition and
student training to become adults, sacrificing the present for the future. In the last decades, the
development of a personality able to overcome adversities, opposing threats and being happy, has been
added in defining school success. Adolescents, which are in a critical stage of development, are exposed
to a variety of risk factors, are threatened by lower self-esteem, psychological disorders, decreasing life
satisfaction (Goldbeck, Schmitz, Besier, Herschbach & Henrich, 2007) or dropping out of school .

Satisfaction with school, named too well-being at school, seems to be higher in the older age group and
is one of the contextual factors of the students' subjective overall well-being, but the two are not always
positively associated (Ratnik & Rüütel, 2017). Other studies (Casas, et al., 2012) suggest that school
satisfaction is highly related to satisfaction with teachers, school friends and classmates, but is poorly
associated with general life satisfaction.

What does well-being mean in education? Obviously, we are talking about a concept that is not easy to
define or operational. Student welfare (or well-being) is a complex, multidimensional construct that
refers to the quality of school life. As such, the idea of students' well-being incorporates psychological,
physical and social dimensions, including objective and subjective data of their lives. In detail, we can
say that this concept gathers elements that include, among many others, the psychological and
emotional development of students (identity and trust, self-management, initiative, resistance), social
behavior (empathy, care and self-respect and otherness , civic involvement), relationship (friendship,
equity, pro-social attitudes, respect) or the ability of the learning environment to be friendly, supportive,
to promote collaboration, diversity, or availability for development. All these directions and many others
are fundamental to supporting the learner to learn, to be successful in learning, to become a competent
person and able to actively participate in school life and later in society.

From the large amount of literature in the field, we can infer that sport activity contributes to social,
emotional, psychological and physical wellbeing.

A lot of researches call attention to the effects of sport on health as a mediator between sport and well-
being. For example, according to Miller & Hoffmann sport is associated with lower depressive
symptoms, thus contributing to the improvement of students’ mental well-being. Health and subjective
well-being were found to be positively and significantly related. On the contrary, depression is
associated with premature mortality and a lower level of happiness and satisfaction. Harrison & Narayan
found that students involved in sports have better body images and are less likely to suffer from
emotional disorders. They also proved that there is a lower frequency of suicide in those doing sports.
Were also found negative paths from sport to health among college students—physical activity was
associated to positive psychological health in males, whereas exercise in females was related with both
positive and negative psychological health.

The same, The World Declaration on Education for All (Dakar, 2000) considers inclusive education one of
the key strategies in addressing the issues of marginalization and exclusion in education. That is why we
need to talk about inclusive education, a process by which we meet the diverse needs of students by
increasing their participation in learning and communication. (Unesco, 2009)

We pay attention to those students who participate in education but who are at risk of being excluded
from the learning process. Some of them don’t have the occasion to graduate a faculty or quality
education, either because of poverty, health problems or learning difficulties.

How can we promote inclusion?

Promoting inclusion involves, first of all, encouraging positive attitudes and discussions about the
problems with the students and their families. At the same time, a positive attitude is also needed for
the difficulties faced by classroom teachers. Improving the learning environment and adapting it to the
diverse needs of student, increasing the quality of interactions between student and teachers are other
elements that increase the inclusion of a school.

(Negative parts)

In Romania, when it comes to dealing with colleagues, the main feature is individualism. Students feel
alienated, however, not so much to their colleagues, but rather to university as a space that is not
favorable to cooperation, but rather to competition for affirmation. Students aim to confront the
teachers, for rather pragmatic reasons, to get notes and (as a consequence) in the public system with
budget support, scholarships. (Agenþia Românã de Asigurare a Calitãþii în Învãþãmântul Superior)

Students particularly value communication and pedagogical skills of teaching staff, while the latter
particularly value professional skills in their own field of study. The good student in the students' vision
is to find a balance between university obligations (presence, good grades, etc.) and their own lifestyle,
participation in fun and social activities. If students' academic performance is less important in formal
academic assessment and accreditation processes, non-formal learning and personal development and
student social skills are completely ignored. Although non-formal and informal learning are in
themselves personal development strategies, complementary to the academic one, unfortunately the
students seem to be atomized and alienated both by the university itself and by their own colleagues,
trying to find other types of landmarks, especially extra-university ones. Universities should be
encouraged to stimulate student participation in the academic community.

(Good parts)

In another way for exemple, in some universities in Romania was made a space special for cafeteria
where students outside the hours can recreate, discuss while enjoying their coffee or a sandwich (which
is a positive idea).

At the same time, all sorts of programs (such as group therapies) are organized to help students talk
about their faculty dissatisfaction, other programs focus their careers, and associations that defend
students' rights are always organizing scientific excursions in which there are specialists in the field who
help students with the necessary information and at the same time are very relaxing.
Personal conclusions:

I have to say with honesty that the education system in Romania still has a lot of work to do with the
well-being of the students. Personally, I think that the university should represent for us an environment
in which we want to spend the longest time, after all, this is the place that shapes our careers and the
future. Personally, from my own experience and from what I noticed over time as I was a student at my
university, the Romanian students most of the time prefer to spend time out of hours at other places
and not in universities or places specially arranged for study (from university) like libraries for example .
At the same time, I realized that Romanian student associations (especially those in my university) do a
really good job in terms of activities designed for students. Examples of activities can be: film night with
colleagues in the association, watching a movie (in my field always watching psychological films) or
scientific excursions or personal free development with professionals in the field, teamwork, leadership
etc. . I think these activities have been extremely beneficial for me as a student, because you have the
opportunity to know people, to socialize, to share opinions, to work in the team, etc.