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 When
is student involvement meaningful?
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When students are allies and partners with adults in improving schools.
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When students have the training and authority to create real solutions to
the
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challenges that schools face in learning, teaching, and leadership.
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When schools, including educators and administrators, are accountable to
the direct
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consumers of schools – students themselves.
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When student-adult partnerships are a major component of every
sustainable,
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responsive, and systemic approach to transforming schools.
When
is student involvement not meaningful?
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When students are regarded as passive recipients in schools, or as empty
vessels to be
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filled with teachers’ knowledge.
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When the contributions of students are minimized or tokenized by adults by
asking
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students to “rubber stamp” ideas developed by adults, or by inviting
students to sit
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on committees without real power or responsibility.
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When student perspectives, experiences or knowledge are filtered with
adult
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interpretations.
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When students are given problems to solve without adult support or
adequate
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training; or students are trained in leadership skills without
opportunities to take on
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real leadership roles in their school.
Originally published in the
Meaningful
Student Involvement Guide to Students as Partners in School Change. For
help or ideas, contact us.
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