Student voice – involving children in decision-making processes

How do education systems support children’s empowerment? This is the central question of a new international report that analyses the literature and highlights examples of effective policies and practices in different countries, as well as the challenges that exist.

The OECD published last month What does child support mean today? Impact on education and well-being is based on feedback from a questionnaire to policy makers in 23 education systems, including Australia, Canada, England, Finland, New Zealand, Estonia and Japan.

“In recent decades, children have been viewed primarily as vulnerable individuals in need of protection. Today, policymakers and researchers increasingly view children as autonomous, active agents of change who have the necessary expertise to participate in decision-making and make a positive contribution to society,” the report says.

“Now is a good time to take stock of how 21st century children are already playing an active role in shaping their own lives, their communities and their education systems, and how education systems can support them in doing so in the years to come.”

The report examines empowerment across a range of topics, including digital inequalities and risks, media literacy and engagement, and the impact of COVID-19 on emotional wellbeing and physical activity.

Digital inequalities and risks

The report warns that gaps in digital skills put some students at risk of falling behind. In the survey, education systems highlighted inequalities in digital skills and their use as one of the most pressing policy challenges.

“One key measure that must be implemented in digital skills strategies is building the capacity of adults who can provide support and guidance to children,” the study recommends, adding that teachers are key players in reducing the skills gap.

Strategies being implemented in other countries to improve teacher commitment and expertise include specific training for educators in Italy, the introduction of teachers specialised in digital literacy in primary schools in Luxembourg and a programme in Spain that focuses on developing teachers’ skills and also aims to certify their level of digital literacy.

According to the report, involving children in the development, design and implementation of digital skills strategies – and ensuring that these opportunities are available to all, including those from disadvantaged or under-represented backgrounds – is one way to empower them. “Research shows that children are keen to be asked about the digital skills and knowledge they want to develop and to decide how these should be taught.”

Media education and media engagement

When analyzing the system response to this issue, media education is viewed as a combination of strategies and practices that help children “become more resilient, seize opportunities, and minimize the risk of harm from media use.”

The report says media literacy is widely covered in teacher training programs, but there are gaps elsewhere. For example, it notes that algorithms dominate children’s media experiences. However, data from the questionnaire shows that only 43% of 10 teachers are taught how to familiarize students with algorithms in their teacher training, and only 57% receive ongoing professional development in the area.

“Media presents both opportunities and risks for individuals seeking a stable personal story. An important part of identity development is belonging to a particular group, which can foster a sense of empowerment,” the report says. The key challenges for schools are to support children in identity formation and to further empower them by teaching their cultural media knowledge in the classroom.

Impact of COVID-19

Responses to the questionnaire revealed that many of the 23 countries are already implementing strategies aimed at creating safe and inclusive school communities, thereby helping to create empowering environments (for both students and teachers).

In terms of physical activity, 50% of students in the 2022 PISA study cycle reported that they missed sports and other physical activities that would normally have been organized by their school during the pandemic-related lockdowns. Slovenia is considered a leader in meeting children’s physical activity needs – it is estimated that more than 80% reach the daily amounts recommended by the World Health Organization. In schools, from primary to secondary, all physical education classes are taught by university-educated teachers, there are national standards for facilities and equipment (for example, all schools must have at least one fully equipped gym and outdoor facilities) and all Slovenian schools have physical activity guidelines.

Regarding children’s well-being, the report points out that school is “an integral part of the social fabric of children’s lives and contributes to their psychological, social and academic development. … Supportive social relationships can empower children and motivate them to participate in activities inside and outside the classroom, to do their best and to increase their enthusiasm for learning.”

It says that the post-pandemic break is a great opportunity to involve students in decision-making and develop new concepts for well-being in school.

Examples of student participation at system level

In Iceland, all compulsory schools are required to have a school council, in the Netherlands every school has a participation council where parents and students can have a say, and in Sweden student representatives must be consulted on issues such as proposals and changes to the curriculum.

In Ireland, primary and secondary school students were consulted on the development of the digital strategy for schools. At the secondary level (students aged 12-18), the country’s National Curriculum and Assessment Council must now include the President of the Irish Second Level Students’ Union (ISSU) on its council. The ISSU is a national representative organisation for students – led by students.

Ensuring effective participation

The report also provides guidance on how schools can ensure that student participation is effective and not just a “tick box” or “symbolism”. In some countries (including Ireland and Denmark), a model developed by Laura Lundy (2007) is used as a reference framework. According to the model, four elements must be present – space, voice, audience and influence:

• Space: Safe and inclusive spaces.
• Agree: Provide appropriate, child-friendly information on the topic and provide sufficient time and resources (e.g. dolls or drawings) to facilitate the exchange.
• Audience: Active listening (including responding to nonverbal cues).
• Influence: Take the children’s perspective seriously and act accordingly.

“Teachers and school leaders play a key role in ensuring that students are listened to and their opinions are weighted, and they can act as powerful gatekeepers of participatory approaches.”

References

Lundy, L. (2007). ‘Voice’ is not enough: conceptualising article 12 of the UN Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927-942. https://doi.org/10.1080/01411920701657033

(2024). What does child support mean today?: Impact on education and well-beingEducational research and innovation. OECD publication. https://doi.org/10.1787/8f80ce38-en.