**5. Conclusions**

In conclusion, our study pointed out that the COVID-19 pandemic had a negative impact on the psychological well-being of both children and parents who used DL. This suggests that, although DL could be a valid alternative tool, face-to-face teaching is fundamental, especially at a young age. Indeed, differently from DL, normal teaching encourages

dialogue, involvement, and human contact, and builds a better environment in which children may train their skills, including the soft ones.

**Author Contributions:** Conceptualization, M.G.M., M.F.C. and M.C.S.; methodology, M.G.M., P.C. and A.C.; software, M.G.M.; validation, M.G.M. and R.S.C.; formal analysis, M.G.M., M.C.S. and R.S.C.; investigation, M.F.C. and A.M.; resources, M.G.M., M.F.C., A.C. and A.M.; data curation, M.G.M. and R.S.C.; writing—original draft preparation, M.G.M., M.C.S. and P.C; writing—review and editing, M.G.M. and R.S.C.; supervision, R.S.C.; project administration, M.G.M.; resources and supervision, D.B. and G.P. All authors have contributed to the project development. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Institutional Review Board Statement:** The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Local Institutional Review Board (UNIME 141/20/P).

**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study.

**Data Availability Statement:** Data could be available on demand to the corresponding author.

**Conflicts of Interest:** The authors declare no conflict of interest.
