Sara Benini

Sara Benini is a Lecturer-Researcher at the Department of Education and Learning at the University of Applied Sciences and Arts of Southern Switzerland (SUPSI), where she works at the Competence Centre for Innovation and Research on Education Systems (CIRSE). She serves as the departmental contact for mobility and focuses on teaching in basic and continuing education while conducting research on educational systems and practices.

Her educational background includes a Master of Science in Educational Sciences and a Bachelor of Science in Social Work, Social Policy and Educational Sciences, both from the University of Fribourg. Prior to her academic career, she completed a six-month internship as a social worker in Bern and worked as a researcher at the Center for Learning and Socialization at the University of Teacher Education in Solothurn.

Benini's research spans several interconnected areas including educational inclusion, interculturality, equity in education, classroom management strategies for students with behavioral challenges, adolescent psychological wellbeing, and future orientation development. Her work often employs mixed-methods approaches, combining quantitative surveys with qualitative classroom observations to examine how teaching practices impact student outcomes.

Her publication record shows a consistent focus on translating research into practical applications for educators, particularly through the FOKUS approach for managing students with attention deficits and hyperactivity. Her more recent work has expanded to examine resilience, self-esteem, and life satisfaction among adolescents, with particular attention to gender differences and the role of mastery goal orientation in educational settings.

Benini leads multiple research projects addressing contemporary educational challenges, including managing challenging behaviors in schools, evaluating inclusive education measures, developing classroom practices for highly sensitive children, and promoting integration in Ticino schools. Her work demonstrates a commitment to bridging research and practice to improve educational outcomes for diverse student populations.