Abstract
The contribution proposes an in-depth review of the concepts of poverty and well-being, assumed in their multidimensional character (Sen, 2014; Ghedin, 2017) and seen as two sides of the same coin (Sen, 1987), through a narrative analysis of the literature. The aim here is to reflect on which dimensions of these concepts should be taken into account for the implementation of educational pathways aimed at equity and authentic democratic participation, and to reflect on the role that teachers and educators play in their implementation. From the qualitative analysis, conducted using MAXQDA software, multiple dimensions emerged as significant. These dimensions concern individual and social aspects and involve different socio-ecological systems. Some examples are discussed and finally highlighted the central role of teachers in promoting well-being and counteracting poverty.