This paper explores the topic of students’ wellbeing in the classrooms by focussing on two aspects related to the interactive and discursive processes. The first concerns the models of teacher-student interactions and the second refers to classroom discourse. In school, students reveal to appreciate a teacher-student relationship characterized by cooperation and proximity. They tend to ask their teachers to dismiss the traditional role of a severe and authoritative teacher and to adopt behaviours based on comprehension and friendliness towards their students. With regard to classroom discourse, we argue about the importance to adopt a dialogic teaching, able to enhance discursive interactions that favour students’ participation and active engagement in their reasoning and argumentation.
Keywords: Wellbeing, teacher-student relationships, discursive interactions, dialogic teaching.