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This study aims to assess the effectiveness of social return on investment (SROI) as a measure of the social impact produced by non-profit organisations and social enterprises that support family-centred care, an approach that focuses on the pivotal role of families in paediatric health care.

The study offers an analytical evaluation of the SROI created by the Italian branch of the Ronald McDonald House Charities and highlights (a) the participatory analysis of stakeholders and outcomes; (b) the measurement of inputs; (c) the definition of outputs and proxies for the measurement of outcomes; (d) the calculation of the SROI ratio; and (e) the results of a sensitivity analysis.

This study discusses the advantages and shortcomings of SROI analyses, the practical implications of this research on governance and management and the role of engagement in managing the expectations of stakeholders. The value of SROI measurements in shaping strategic and management decisions – with special emphasis on stakeholder relations – is also discussed.

Non-profit organisations and social enterprises often require tools that assess the outcomes of their activities. The present research can provide new guidance to SROI analysts, while drawing attention to the most suitable proxies and indicators for evaluating the SROI of organisations operating in the health care sector.

This chapter aims to investigate how a range of emerging trends within the international community can be used to build a connective educational ecosystem based on an inclusive and universal process (Biggeri et al., 2017; Ziegler, 2017). The starting question is: how multidisciplinary teams in Italy could take action toward inclusive education?

Partnering is becoming a central system organization strategy for schools to adopt for successful innovative teams with creative educational ideas (Kelly et al., 2002), and here it is declined in the Italian context in which inclusive education was officially embraced in 1977 as a national policy (D'Alessio, 2011). National legislation (104/92 Law) made explicit the mandate that students with disabilities receive their education (to the maximum extent possible) with nondisabled peers in the general education classroom using appropriate supplemental aids and services in the least-restrictive environment (Anastasiou et al., 2015; Canevaro & de Anna, 2010).

It is crucial to encourage new forms of practice which require collaboration capabilities (Hattie, 2015; Vangrieken et al., 2015) between multidisciplinary teams that comprised general teachers, special education teachers, health professionals, school psychologists, school leaders, and the students' family (Meirink et al., 2010). These resources could be distributed across inclusive ecosystems to support all students by enabling them to prosper in an increasingly diversified and complex environment in which creativity, ability to innovate, entrepreneurship, and a commitment to continuous learning are joint and connective (EU, 2008). This creates a state of positive multiagency collaboration that promotes the well-being of students and the system.