Pedagogical reflection on university dropout and good internship practices for the university well-being of future educators and pedagogists.

In the year 2021/2022, a university dropout rate of 7.3% was recorded in Italy, an increase compared to the previous year (MUR data). In the face of this evidence, pedagogical reflection questions itself, even at a European level, not only on the causes of this dropout, but is committed to planning actions, not only corrective but also preventive. The phenomenon of dropout cannot be attributed to study courses alone, but also involves work careers. This unexpected trend, the causes of which can also be found in the pandemic crisis, has become an increasingly widespread practice: resigning represents a tool through which to prevent exploitation and deterioration of personal and relational health. Questioning these phenomena places university well-being as central to both the personal well-being of the student and the future professional, who will become part of the working community and the growth of society. How can this evidence, in relation to student dropout and worker burnout, impact the delicate and crucial goal figures of future pedagogical care professionals? Reflecting on the university well-being of tomorrow's pedagogists and educators, between social recognition and the need for a protective professional register, represents an opportunity to understand the phenomenon and plan support and prevention actions.