ABSTRACT
The containment measures taken by the Italian government to face the first Covid-19 wave have had important repercussions on the school world. While having allowed a certain degree of didactic continuity in an emergency context, the widespread use of distance learning (DAD) has generated numerous criticalities, which have grafted onto the pre-existing vulnerability conditions. This work explores the differentiated impacts of the DAD's emergency implementation among the Italian regions by considering their territorial inequalities. The article measures the relationships between territorial inequalities and a few of DAD's criticalities - such as the levels of participation and learning problems of students, the main difficulties encountered by teachers, and their degree of satisfaction - identified through a web-survey administered to a sample of over 3,000 teachers. © 2021 Pacini Editore. All rights reserved.