Abstract :This paper presents an educational design aimed at 8- to 10-year-old children living in Italian residential communities for disadvantaged children who have experienced family and socio-economic hardship. The choice of this age group is based on the need to intervene at a transitional development human stage, between childhood and preadolescence, when children have already acquired basic literacy skills (Piaget, 1967). Play, bodily expression and peer relationality are used in an environment, as the residential communities for disadvantaged children, that must be designed according to the spaces, relational and communicative children educational needs. The target audience was chosen on the basis of studies in the scientific literature, which show that children who have experienced situations of socio-familiar distress may exhibit low self-esteem, poor self-perception and difficulties in verbal, nonverbal and paraverbal communication (Simone, 2020). The article emphasizes the importance of an ecological approach to children’s well-being within a community from a systemic, complex and multidimensional perspective. The educational design intervention has a dual purpose: on the one hand, it aims to promote children’s well-being from a systemic perspective by acting on the factors that influence the state of children well-being, such as the community climate, relationships between educators and children, peer relationships, and the need to ensure integration into the social environment outside the residential facility. On the other hand, the intervention aims to provide educational staff with operational insights to modulate professional action in the community. The intent of the intervention is also to enable children to develop and improve their social-emotional and life skills, promoting their bio-psychosocial well-being. The aim is to contribute to well-being promotion of children placed in communities by providing them with an appropriate environment that meets their developmental and educational needs. Looking forward, the authors propose a criteriology to create an educational design, improve well-being and offer tools and metho-dologies for assessing perceived well-being. Keywords : Disadvantage children, Wellness, Educational design, Residential communities for disadvantaged children
