Pupil Participation in Scottish Schools
Research method
Research was conducted using a mixed methods approach. An online questionnaire was distributed to 2,631 primary and secondary schools using the Heads Together database, an online community for headteachers operated by LTS. In total, 622 responses were received, a response rate of 24%. Documentary materials were received from 10 primary schools and 5 secondary schools across 12 local authorities. Four local authorities also submitted documentary materials. Case studies were conducted with 2 primary schools and 2 secondary schools.
Main findings
School staff and pupils understanding of the term pupil participation
Teachers in the case study schools associated pupil participation with a range of experiences designed to promote critical enquiry, collaborative learning and positive relationships. Pupils associated pupil participation with active engagement, demonstrating respectful relationships and opportunities to ‘make a difference’.
Range and usage of pupil participation mechanisms
Most schools (91%) planned to promote participation through a mixture of ‘curricular’, ‘organisational’ and ‘ethos’ approaches. Examples of approaches from the survey include the use of individualised lesson plans (58% of schools), working co-operatively (42% of schools), pupil councils, forum or involvement in school assemblies (75% of schools) and community initiatives (78% of schools). From the documentary materials it was evident that primary pupils were being given a greater range of pupil participation opportunities whereas many of the examples given for secondary pupils consisted of pre-determined programmes, such as, award competitions.
Characteristics of schools and classrooms which facilitate effective participation
Schools responding to the survey believed that positive attitudes and ethos were key drivers of participation. Pupils within the case study schools suggested that interactive, respectful and inclusive environments offer enhanced opportunities for participation. Half of the survey respondents believed that ‘lack of time’ was a key barrier to the promotion of pupil participation.
Examples of effective participation
Effective practice integrated different kinds of participation - learning (pedagogic), expressive (artistic) and civic participation (decision-making) – so that they complemented and strengthened each other. Schools responding to the survey identified increased pupil achievement and confidence (90%), better school ethos (92%) and better classroom learning relationships (83%) as the benefits of effective pupil participation, although this did vary between primary and secondary schools.
Participation and implementation of Curriculum for Excellence
Survey respondents associated the development of pupil participation with the goals, purposes and strategies of Curriculum for Excellence and teachers at the case study schools considered their work to increase pupil participation would be important in implementing Curriculum for Excellence. Pupils at the case study schools identified important ways that participation contributes to the development of the four capacitates, although they were clearer about this in relation to the capacities of successful learners and effective contributors than the capacities of confident individuals or responsible citizens.
Key recommendations
1. Planning for pupil participation
- Mapping existing pupil participation activities at individual, classroom, school and community levels is a useful starting point in identifying the way in which pupil participation is promoted in schools.
- In planning school responses to promote pupil participation it is advisable for senior management, teaching and support staff and community partners to collaborate.
- Identifying and sharing good practice is important in promoting a coherent approach to pupil participation.
- Recording and sharing of pupil participation opportunities and practices is important in supporting progression as pupils move between classes and year groups.
- It is important for school staff to consider how pupil participation is communicated and how pupil participation can become a key feature of school spaces and routines.
- A participatory ethos is enhanced where senior management both leads by example and opens up opportunities, through the provision of space and time.
- A consultative approach, involving a wide range of stakeholders, is recommended in developing evaluative indicators to assess the effectiveness of participatory approaches.
2. Relationships
- Respect plays an important role in relationships within schools and this suggests that it is advisable not only to consider want activities are planned but how these are carried out.
- Involving pupils in how respect is shown or is lacking in the school community can be an important first step in developing a respect strategy.
Full report
Please contact the Research team (research@LTScotland.org.uk) for copies of the full report.