Abstract

The case study, conducted in the fourth class of a primary school, explores emotional lives and strategies described by children in times of Covid-19. Learning, both distance and in-class, involved cooperative activities and autobiographical narration mediated through technology and compiled in a school (digital) newspaper, with the aim of supporting the children’s sense of belonging and fostering their resilience during the 2020 lockdown. Through a _Grounded Theory_ analysis of the data ‒ texts and drawings/images collected in the newspaper ‒ 3 categories emerge (_Enduring the pandemic, Adopting strategies and Experiencing a different school_), which will be discussed in the light of the pandemic and suggest the need to promote resilience education in the classroom, beyond the emergency.