Super-diversity at school. Teachers’ professional learning to welcome refugee Ukrainian students

After having recalled some elements of the concept of ‘super-diversity’ and the related theoretical debate, the work aims at highlight the relation with the intercultural competences definitions and the skills required of teachers. Teachers are nowadays more than ever called to manage hyper-complex classrooms and to plan multi-sectoral interventions and reflection on the concept of super-diversity could stimulate their continuing professional learning. Within this framework, the following are therefore presented: • the educational and didactic intervention protocol for super-diversity at school - suggested in the most recent regulations of the Italian ministry with reference to the welcoming of Ukrainian refugee students; • the professional development framework used for in-service teacher training experience on the management of hyper-complex classrooms welcoming refugee students.