The study aims to explore well-treatment in schools as an essential educational approach for creating an environment that is respectful, inclusive, and conducive to students’ overall development. It analyzes its theoretical and scientific foundations, its link with advances in neuroscience and pedagogy, and its implications for educational practices. The study adopts a mixed approach combining:

• Documentary analysis of theories in neuroscience, pedagogy, and caring education
• Action research carried out in the field through case studies in various schools;
• Semi-structured interviews with teachers, students, and parents to assess their perceptions and experiences of caring;
• Comparative analysis of traditional educational practices and caring approaches.

The results show that well-treatment improves motivation, school engagement, and students’ socio-emotional well-being. However, several obstacles stand in the way of its widespread adoption, including institutional resistance, lack of teacher training, and insufficient dedicated resources. Well-treatment in the school environment is a powerful lever for improving the educational climate and promoting student success. Its effective integration requires structural and pedagogical adjustments, as well as awareness-raising and training initiatives for teachers and all players in the educational community. This study puts forward recommendations for overcoming these challenges and ensuring the long-term inclusion of good treatment in education policies.