Participating to transform school: students’ perspectives on their experience in primary education in Zaragoza (Spain)

Abstract

Introduction. Participation is a child’s right, and therefore it is necessary to integrate pupil voice by listening to their proposals, facilitating the decision-making process, and generating experiences that encourage both involvement and understanding of the process. Objective. The aim of the research carried out is to assess the experience of participation of sixth-grade pupils at the classroom, centre and community level from the perspective of the children themselves. Allowing the design of a plan of possible improvements to enhance the participation of all pupils based on the needs detected. Method. For this purpose, an incidental sampling was carried out with four class groups of the sixth year of primary education at the school, making up a sample of 92 boys and girls. The data collection procedure was carried out by means of a validated questionnaire that collects quantitative information on pupil participation, as well as group interviews. Finally, a group interview was carried out with the teaching staff. Results. The results show that decision-making in experiences at the classroom, school, and community levels primarily lies with the teaching staff, although students show a high level of interest in participating at the classroom, school, and community levels. Discussion. Teachers have reflected on the feasibility and adaptation of the proposals to their context, emerging challenges for the improvement of student participation beyond representative functions, in line with teachers’ expectations of broadening decision-making through students’ voices.