"The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts." - John Dewey in Democracy and Education
Meaningful student involvement can support school change many ways, especially in creating supportive learning environments. Along with state education agencies across the United States, the Washington State Office of Superintendent of Public Instruction (OSPI) has identified supportive learning environments as one of the nine primary characteristics of successful schools. While there are some negative perceptions from educational critics about what a supportive learning environment looks like (e.g. metal detectors, police in the hallways, teachers carrying handguns, etc.), one cannot easily dispel the necessity of meaningful student involvement within a supportive learning environment.
Defining meaningful student involvement:
When considering student involvement in the past, educators often cite the classroom and extracurricular activities as opportunities enough for participation. Meaningful student involvement implies something more.
By attaching the adjective meaningful to student involvement, we must explore the depth and potential of that participation and the possibilities for extending it. An exploration of what meaningful student involvement is and how it can be implemented must be answered; however, examining the meaningfulness of student involvement is integral to moving to the next level of student involvement.
In order to define what makes an activity meaningful, we might explore what a non-meaningful activity is. Are students reading morning announcements meaningful involvement? Is a teacher allowing a student to volunteer in the school library meaningful? Can students meaningfully lead schoolyard cleaning crews? Is the student hall monitor’s role meaningful? While each of these roles has its place in schools, it is important to note that none of these roles is meaningful in-and-of-itself. In fact, some of these positions might be demeaning.
Four Criteria
After working in education for five years, in both local schools and in state education administration, I have developed a set of criteria for meaningful student involvement throughout education. These criteria are the outcome of my discussions with hundreds of teachers and students across the United States and Canada and they directly reflect my commitment to transforming education in our schools today. The four criteria for meaningful student involvement in education are particularly demanding.
1. Dedicated purpose. All participants in the process of meaningful student involvement including students, teachers, administrators and parents, stand firmly behind the practice of actively engaging all students throughout education for the purpose of increasing academic achievement, developing supporting supportive learning environments, and promoting lifelong learning, civic engagement and active democracy for all people.
2. Shared goals and intentional outcomes. All participants are viewed as partners and as such, have shared goals and common understandings of outcomes, including intentional academic, social and developmental objectives. These must be made on a situational basis, include strong student voice, and account for the possibilities of the students and adults who are expected to meet those outcomes.
3. Sustainable roles. As students move through grade levels, positions are created, nurtured, and students’ voices are continually engaged. Roles aren’t dependent upon particular students in order for their existence, as adults empower ALL students to serve their schools and communities.
4. Ensured authenticity. Adults exhibit the sincere desire to involve students meaningfully, absent the element of noblesse oblige. Students and adults become dedicated to service and leadership. All participants honestly value the diverse, unique, and empowered experiences and knowledge of students and adults in education.
While there is no clear-cut picture that exactly states what meaningful student involvement is, every case claiming meaningfulness should meet these four criteria in varying orders. Educators and students must consider each environment for involvement unique and on a situational basis; therefore, no two classrooms, schools, boards, or other implementations for meaningful student involvement will be identical.
In the past, the most progressive educators have sought out student voice. There have been many teaching methods and school management styles that involve students, even if they came without the emphasis or power that is necessary in meaningful student involvement. A 1996 survey by the National School Board Association found that fifty school districts across the United States included student representation in their board meetings. Initially it would appear as if this were a successful implementation of student involvement.
However, upon further examination we find that this involvement is tokenistic. The majority of these boards had one student representative, instead of two or three among boards of 15-20 adults. While student bodies elected most student representatives, facts were not available on whether those elected were representative of the majority student body, either by race, academic achievement, or other standards. Finally, none of these students were given a vote in any of the matters of the school board. By denying these student representatives the primary tool of decision-making on school boards, these adults served to negate the voice of students and encouraged their use as merely a “stamp of approval.”
Experience and Research
When exploring student governments at the local school level, we again find tokenism at its roots. While detailed earlier, many local schoolteachers agree with empowering student governments. Writing in Principal Leadership , Minnesota school teacher Rick Theisen said
[Student government] is an opportunity for students to practice their civic skills in a real community - their school community, as real as any other, but with the advantage of committed educators who are dedicated to teaching students civic skills that they can take with them when they graduate. We cannot afford to miss this opportunity to have a positive effect on the future shape of our democracy.
Educators can have that positive effect throughout schools, not just in student government. A student whose school participation is extended from class time and lunchroom congregation, and into the depths of the classroom, the boardroom and the community will experience an unparalleled empowerment.
Supportive learning environments embrace students in several ways, including the common acknowledgement by adults and students of learning happening in places other than the classroom. The Learning First Alliance is a national group of education associations that has promoted student involvement in several of the core elements of safe and supportive learning communities. In their booklet Every Child Learning: A Summary of Safe and Supportive Schools they’ve identified respectful, supportive relationships between students and adults in schools, and frequent opportunities for student participation, collaboration, service, and self-direction as vital to a supportive school environment. They also wrote,
The objective of creating a supportive learning community ought to be that everyone involved – staff, parents, and especially students – feels a strong sense of belonging in school… Students themselves – their relations with each other and with adults in the school – are key to the motivation, attitudes, and interpersonal behavior, and are the single greatest influence on school climate.
Research has shown that students’ perceptions of their educational experiences generally influence their motivation more than the actual, objective reality of those experiences. Therefore it is vital to develop a common understanding between students, staff and parents of meaningful student involvement throughout education.
When educators support students’ perception through authentic involvement they avoid the pitfall that is inherent in perceived power situations: the potential for failure. While the common vision is necessary in supportive learning environments, it’s vital to establish common applications for meaningful student involvement.
The Philosopher’s Stone
Supportive learning environments see the student as a community learner. Many educational theorists have illustrated the necessity of this understanding, including John Dewey and George Counts. John Dewey’s approach was through advocating techniques in schools for restoring or developing a sense of community in an era during which industrialization, science, technology and urbanization were destroying community as known throughout the United States. In George Counts’ treatise on education, Dare the School Build a New Social Order, Counts wholly dispels the isolation of students from community life. Writing against so-called child centered education he says,
Place the child in a world of his own and you take from him the most powerful incentives to growth and achievement. Perhaps one of the greatest tragedies of contemporary society lies in the fact that the child is becoming increasingly isolated from the serious activities of adults… Until school and society are bound together by common purposes the program of education will lack both meaning and vitality.
The implications of these great philosophers’ opinions weigh heavily upon the roles of students in education today, as our modern communities become tighter in hyperspace and grow further apart in real time. The absence of connectivity between schools and students as community members is an inherent flaw in the course of modern schooling; by engaging students throughout education we can assert the roles that Dewey and Counts advocated for students in the larger community that surrounds their schools and their lives.
Practical Applications
The classroom offers a foundation throughout the educational experience that other forms of meaningful student involvement should stand upon and build from. Schools must be committed to meaningful student involvement as a practice, and then allow educators and students to create the ways of infusing the idea throughout school. In the earliest grades students might be rule-makers and experience self-determination in learning; towards the end of their high school years classrooms can be solely for reflection on real-world experience. Here are some meaningful ways to involve students in the classroom.
Self-directed student learning. The idea of students leading their in-class learning is not new, and many models have been created to encourage student autonomy and partnered guidance from teachers. Whether working alone or in small groups, students are given an outcome to work towards by teachers. The method by which they get to that outcome is not prescribed.
Applied learning in all courses. With the hands-on, practical application of classroom lessons and curricula in school-based decision-making, students engaged in research, planning, instruction, and evaluation will have an investment in their learning that is unparalleled throughout much of their early lives.
Student-led parent-teacher conferences. Although the format varies, the concept of student-led conferences remains the same from school to school: the student is in charge of the academic conference with parents, and works with the teacher to present their academic learning.
Students evaluating teachers, classes and schools. This practice, when appropriately applied to a classroom, acknowledges student voice while providing a useful measure from which teachers can grow. Students are in the unique position to rate their own increase in knowledge, as well as changed motivation.
Students teaching students. While much has been said about cross-age tutoring and mentoring, few schools have pursued the idea of students as teachers. The Summerbridge Program has explored this concept in summer school settings, and exclaim that these programs help close the achievement gap, provide powerful role models to children of color, emphasize reciprocal investment in schools, and demonstrates the rewards and challenges of teaching to the young teachers.
Students designing curriculum. The Learning-Centered Curriculum-Making Project has helped hundreds of students make learning experiences more cohesive and purposeful. When the curriculum was completed, and the course taught, teachers found that all students answered the guiding questions and successfully completed their self-prescribed activities.
The role of meaningful student involvement in educational decision-making is not merely a question of whether or not to organize a democratic school, although many traits are similar. So where are there opportunities for meaningful student involvement in educational leadership?
Students as Grant Administrators. While it might seem like a far-fetched idea in schools many schools, districts, and state education agencies that are modifying it and reporting good results. One administrator with a student grant reader recently said, “Having a student involved helps reminds adults why we’re doing the work, and it keeps us focused on that. The students also help us think in new ways that we might not have without them.”
Students as researchers. Many classroom teachers have adopted participatory action research, or PAR, methods in their curriculum to great success. In PAR students examine problems that they are affected by, either as perpetuators or recipients. This way they able to voice their concerns over problems such as school effectiveness, intimidation by other students, and making the curriculum more interesting.
Students as school board members. In Anne Arundel County, Maryland students serve as full members of the Board of Education and sit on every advisory, curriculum, study committee and task force in the district. There are student-led focus groups, forums and other school-wide activities to regularly solicit student voice. Throughout 25 years of Anne Arundel County’s student involvement efforts, students have saved the district thousands of dollars through their innovative thinking, and have regularly improved the entire school district.
Conclusion
With the student firmly placed in the role of community member and learner, educators can see the importance of applied and contextual teaching methods. By introducing students to real-world decision-making opportunities, students will begin to understand the vital importance of their education in a community context, one that will reaffirm the significance of schools.
Resources
Throughout the United States there are several organizations working towards actively involving students in education reform efforts.
What Kids Can Do http://www.whatkidscando.org/
Combs the United States looking for compelling examples of young people working in their schools and communities on the real world issues that concern them most
Students for a Change
http://www.studentsforachange.net/
A Project of the Pennsylvania School Reform Network that was created to inspire, inform, and reflect students’ change efforts in Pennsylvania.
The Freechild Project - Student-led Education Reform Resources
http://freechild.org/student_involvement.htm
A volunteer-led program researching and promoting progressive student-led education reform resources for students and adults in several areas.
Institute for Community Leadership
http://www.icleadership.org
ICL’s Leadership Poetry Workshops engage students in powerful voice-finding activities designed to educate students about the power and possibilities of nonviolence. Students are then involving themselves throughout school change efforts, and using their voices to empower others.
Philadelphia Students Union
Philadelphia, Pennsylvania
Philadelphia Student Union (PSU) helps young people become community activists and organizes them to fight for changes in the Philadelphia public schools. Accomplishments to date include $8,000 in new textbooks at Simon Gratz High School and securing funds for much needed repairs West Philadelphia High School. PSU is working on organizing campaigns around improper treatment of students by school staff, ensuring student input in the implementation of service learning in the public schools, and introducing interactive teaching tools in the school curriculum.
Student Advocates for Freedom and Equality
http://www.geocities.com/student_advocates/
SAFE is a student-led organization that supports several education reform platforms, including: an official list of Student Rights displayed in every school where it can easily be seen by the students and administration; they oppose homogeneously grouped classes; they believe that students, whether through a student or a student/ teacher coalition representative, should have the right to elect two members to their respective school boards with full voting rights to represent their views, and more.
Seattle Young Peoples Project
Seattle, Washington
Two of the student-led task forces currently working on school issues are addressing racism in schools and creating safe environments for gay, bisexual, lesbian, and transgender students. SYPP has also hosted several student education conferences in the past.
Minnesota Student Advisory Council
http://cfl.state.mn.us/youthadvisory/
The mission of the Youth Advisory Council (YAC) is to create a
respectful forum where representatives of Minnesota's diverse student
population contribute ideas about issues concerning their education,
peer relations, teacher/student communication and family involvement.
Having Their Say: Students' Input is Vital
http://www.nwrel.org/nwreport/may01/
An excellent publication by the Northwest Regional Educational Laboratory. Their research proves that asking students what they think about their school, about learning, and how adults can help, can transform a school's improvement efforts.
About the Author
Adam Fletcher is a Student Engagement Specialist at the Washington Office of Superintendent of Public Instruction. Contact him at (360) 725-6105, or afletcher@ospi.wednet.edu.
Endnotes
National School Board Association. (1996). Council of Urban Boards of Education Triennial Survey. Alexandria, VA: NSBA.
Theisen, Rick. (2001). What They’re Saying. Curriculum Review, 40, p 3.
Learning First Alliance. (2001) Every Child Learning: Safe and Supportive Schools. Baltimore: Learning First Alliance. Throughout the booklet they provide scientific evidence supporting student involvement, and continually suggest student involvement’s potential in safe schools.
Anderman L. & Midgley, C. (1998). Motivation and Middle School Students. ED 421281.
Burnett, J. (1976). Introduction. From The Collected Works of John Dewey, 1889-1901, Volume 1. Carbondale: Southern Illinois University Press. Throughout this collection Dewey made constant reference to students making strong decisions in schooling, and suggested their influence directly motivated teachers’ and students’ success.
Counts, G. (1932). Dare the School Build a New Social Order. New York: John Day Co. Counts vigilantly fought for progressive educators behaving progressively, and challenged schools to use innovative methods to promote the role of citizens and politics throughout society.
In 1996 the Youth Voice Project at the University of North Carolina- Chapel Hill talked to 500 youth from around the US. Then they developed the Principles for Youth-Adult Partnerships, a criteria that I've adapted for this article. Following are the Principles for Student-Adult Partnerships, a criteria for how to meaningfully involve students throughout schools.
RESPECT
Respect is mutual: You give it, you receive it.
· A culture of respect shatters stereotypes based on age.
· Students respect teachers who listen and ask challenging questions.
· A culture of respect provides all people the opportunity to act on their dreams and learn from their mistakes.
COMMUNICATION
Listen up: An honest and open exchange of ideas is crucial.
· Students are best heard when teachers step back and students speak up.
· Teachers are best heard when they are straight up and explain where they’re coming from.
· All people's ideas and opinions are valuable and must be heard.
INVESTMENT
It takes time: Investing in the future is accepting that students are leaders today.
· Students and teachers must first set their fears aside and take a chance on each other.
· Teachers must provide students with the information, education and support they will need to succeed. They must also develop their own ability to engage students.
· Strong partnerships require patience and courage.
MEANINGFUL INVOLVEMENT
Count us in: Decisions about students should be made with students.
· Teachers need to support students in taking on responsibility based on what they can do, not what they have done.
· Reflection helps everyone appreciate the importance of their education - for themselves, for their communities and for their lives.
· Students and teachers must hold each other accountable for all their decisions and actions.
· Students and teachers should continually challenge the impact of schools in their lives.
When Student Voice is supported, Student-Teacher partnerships can be successfully created. Students must be empowered to change schools if education is going to change. These Principals for Student-Teacher Partnerships offer those guidelines.
This list is an easy-to-handout resource for students in schools!
1. Have a real conversation with a student. Ask a student what they want to do and how you can help make that happen.
2. Create a classroom and school that involves students in meaningful roles.
3. Start a resource library at your school on youth involvement in your community.
4. Teach and facilitate students working together with adults in your class, school, and community.
5. Develop a mutual mentorship program between adults and students.
6. Co-create or support along with students a service-learning center in your school for students and adults to gather and do constructive things together.
7. Listen to students express their concerns and perspectives about community issues and encourage them to take action through service-learning.
8. Be an advocate for students by making sure they’re at the table when you are discussing them.
9. Support positive, community-minded activities for students such as service-learning, students on school boards, KEY Club, etc.
10. Make the concerns of students visible in your school by helping students get in the door.
11. Co-author a letter with students to the administration about student issues.
12. Respect students as you would a peer.
13. Work with students to plan a student-led service-learning project.
14. Take an active role in listening to students whose voice is seldom heard in student leadership, including students who are minority, low-income, have low grades, or don’t interact with their peers.
15. Host a student-teacher picnic to encourage student-adult partnerships.
16. Engage students as classroom consultants, interns, apprentices, and event staff.
17. Be consistent and clear about your expectations of students and adults in your school.
18. Team up with students and youth-led groups to have a town meeting for youth in your community.
19. Identify and network with students in your school who are concerned about their community and the issues youth and others face.
20. Connect with other adult allies.
21. Include students when hiring adults in your school, including staff, teachers, and administrators.
22. Arrange for transportation for students who would not otherwise be able to participate in school and community activities.
23. Team up with students to support candidates for local, state, and national office who make listening and working with youth a priority.
24. Help arrange for a radio station to sponsor a call-in show led by students that allows them to talk about their concerns.
25. Help arrange for concerned students to have an audience with the principal or mayor to highlight their concerns and recommendations.
26. Talk with others about the importance of having a school-wide vision for student involvement.
27. Serve on an advisory council for a student-led effort.
28. Only go to meetings where students are invited or you can bring students with you.
29. Be a friend to students.
30. Advocate for all students’ voices to be heard throughout school decision-making, and discourage unfair opportunities based on sex, race, academic performance, etc.
31. Create student-led experiences in the classroom so students can learn through hands-on experiences.
32. Make your classroom a comfortable, safe, and affirming place so students can “hang-out.”
33. Help students create a newsletter in your school on youth and other community issues.
34. Help students create a listing of all opportunities for their involvement in your school and community.
35. Advocate, along with students, for a strong, comprehensive student involvement and community engagement plan in your school.
36. Ask a student for help. If they know about computers, ask them to assist you. If they understand diversity, ask them to teach you.
37. Sponsor a support group for students who face particular difficulties such as parents’ divorce, violence, etc.
38. Raise funds for a student-led organization.
39. Actively support youth-led organizations in your community.
40. Join (or form) with students a community task force to address youth issues and coordinate responses.
41. Provide opportunities for all students to have meaningful roles in your classroom.
42. Confide in students, and ask their advice on issues you are wrestling with.
43. Be an advocate for student involvement and student/adult partnerships throughout education.
44. Start a teacher support group to share ideas, concerns, and ways to listen better to students.
45. Value students’ work and award them for their involvement. Don’t assume that just because someone is a student that they enjoy school. Help them appreciate it.
46. Include students on committees in your school and professional organizations.
47. Write a short note of support to other adult allies in your school.
48. Treat students as individuals; don’t make one student represent all students.
49. Speak to students with respect, and avoid interrupting students.
50. Involve students from the beginning of class with expectations through to the end with evaluations.
Adapted from Search Institute’s “50 Things Adults Can Do For Youth” & Innovation Center’s “50 Things Adults Can Do With Youth.” Visit http://freechild.org for more information on what adults can do WITH not FOR young people!
« return.