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Researches and reports on Remote Learning are constantly increasing and demon-strate the importance that the topic holds also for the teachers’ professionalism. This is an operational situation that highlights a context of complexity characterized by multiple criticalities. Nevertheless, some didactic micro-projects have faced the pandemic phenomenon and have created well-being and inclusion conditions. The paper presents the developments of a research path aimed at identifying the distinctive elements within an educational experimentation that during the pandemic created well-being conditions for children and families. Through the provision of a question-naire addressed to the parents of the pupils in an experimental class and the carrying out of a group interview, emerge the elements that characterize the care action developed by the teachers, through a teaching practice aware of families and children needs.