How to involve children and young

people in school governance

This How To Guide aims to assist schools seeking to encourage the participation
of children and young people in their schools. It explains different ideas and
approaches to promote pupil participation in school governance and offers some
best practice advice and tips about achieving this.

An alternative definition, which aims to

explain governance in terms more easily
understood by children and young people,
comes from the British Youth Council (BYC):

Governance covers everything

involved in making sure that an
organisation is run effectively and
achieves its goals.

Governance is Young people coming

together with decision makers or by
themselves and looking at a problem; not
only how to fix it straight away (short
term) but looking into the future and
how their action can be long lasting and
make the change they would like (long
term). Gayle Campbell, 19, Youth Trust.

Participation in school governance is about

What is governance? pupils getting involved in all aspects of
school leadership, management, systems and
In simple terms, governance is the process of structures. It is not about just taking part in
decision-making and the process by which school or lessons. It is about getting involved
decisions are implemented. in real decision-making in school, which is
systematic, consistent and sustained.
The National Council for Voluntary
Organisations (NCVO) offers a formal It implies that a range of avenues are available
definition of governance: for all pupils and not just representatives
on school councils. It is about participation
the systems and processes of pupils in decision-making threaded
concerned with ensuring the continuously through all the key aspects
overall direction, effectiveness, of school life and teaching, learning and
supervision and accountability of an curriculum.
organisation.

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How to involve children and young people in school governance

What is meaningful Children and young people have defined

participation? student participation as:

In this context, participation means giving Students taking an active interest

pupils a say, listening to them and involving in something in their school or
them as much as possible in school life. It community, Amy, 14.
means valuing their opinions and ideas and
giving them control of their learning. Children Students being part of school run
have a right to a say in decisions that affect initiatives, like the school council, to
them. By introducing participation into the get students heard, Karimah, 16.
classroom and school you are helping children
realise their rights. Working with teachers to make
learning better, Andy, 13.
Involvement is the overall term for children
and young people being included in the Doing things to make a
decision-making process at any level. The difference, Ian, 12.
terms participation and involvement are
interchangeable in the context of this Guide. In 2004, the then DfES (Department for
Education and Skills) published guidance on
pupil participation entitled, Working Together:
Why is it important for schools Giving Children and Young People a Say. The
to encourage children and guidance defined pupil participation as follows:
young peoples participation?
Pupil participation, in practice, means
There are international and national opening up opportunities for decision-
legislations and a number of policy initiatives making with children and young people
supporting pupil participation. Article 12 of as partners engaging in dialogue, conflict
the United Nations Convention on the Rights resolution, negotiation and compromise
of the Child (UNCRC) gives those aged under all important life skills. Children and
18 the right to have their say and views taken young peoples personal development
into account on decisions affecting their lives. and our democracy will benefit from their
learning about sharing power, as well as
A central part of the citizenship curriculum taking responsibility.
is the development of the skills necessary to
participation. These include:
Listening Why should we involve
Working co-operatively children and young people in
Negotiating school governance?
Participating in school decision-
making processes. Benefits for children and young people
Participation in school governance can
Consulting with pupils is now something support children socially and emotionally
schools are expected to report upon as part of by building their knowledge, personal and
school self-evaluation and is something Ofsted social skills and a positive attitude towards
report on. citizenship and decision-making.

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How to involve children and young people in school governance

It can promote achievement because of its clearly demonstrate the benefits for the
positive impact on teaching and learning. For school. It can lead to:
children and young people it can lead to:
Improvements in achievement and
Empowerment increased self- learning
esteem, self-confidence and belief in Pupils feeling more confident in their
their ability to create change learning
Enhanced communication and Improvements in teaching practice
listening skills for pupils Better discipline and behaviour
Sense of responsibility increased More positive community
levels of responsibility relationships between the school,
Active citizenship skills and children and adults.
knowledge of democracy and politics
are increased Involving pupils in governance can also bring
Schools feeling happier and a safer a sense of legitimacy to the school. Decisions
place less bullying, less isolation for can then be viewed as legitimate and not
some, more interaction with students as something that have been imposed from
and staff above.
Improved relationships with peers,
teachers and other staff Getting pupils involved in governance can
Greater respect for decisions if they also help to bring fresh, new perspectives
or their peers have been involved in and ways of looking at and thinking about a
the decision-making process they are whole range of issues.
more likely to understand the reason
why decisions have been made.
Ideas and approaches for
The above benefits were evident from the involving pupils in governance
partnership work done by Save the Children, in schools
Carnegie Young People Initiative and Esmee
Fairbairn Foundation on encouraging pupil There is already a range of short-term and
participation in schools. In addition, lessons long-term initiatives and innovative practice
were also learnt by work undertaken by Save in the area of pupil participation in school
the Children with schools in Hertfordshire on governance, which provides ideas for schools
pupil participation. undertaking this kind of work.

Benefits for schools The range of activities falls broadly under the
When pupils become involved in the following categories:
governance of a school, the school can benefit
enormously and become better equipped to School management
meet their needs. Schools involved in pupil Pupils can bring a unique and valuable
participation initiatives indicated that involving perspective to issues of school management
pupils more in school life can have positive and have a useful role to play in decision-
impacts for themselves, the school and staff. making. By working in partnership with staff
The case studies discussed later in the guide and governors, pupils can help find creative

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How to involve children and young people in school governance

solutions to issues of school life. Carrying out Being involved in staff selection
such roles also enables learning of a different Children and young people can be involved in
kind, the development of skills in decision- staff selection interview panels for the school.
making, negotiating and communication. It is helpful for pupils to receive training in
interview skills and to be briefed about the
Sharing leadership and democracy in process and to be supported to participate
school systems and structures effectively on the interview board.
School Councils are a democratic way of
involving pupils in school governance. It gives Pupil advocacy, support and mediation
all pupils a chance to participate, stand for Many schools now have peer support services
Council and then be democratically elected. from mentoring and counselling to anti-
It is good practice to have more than one bullying councils. The pupils perspective is
structure in place, such as form councils and vital to making provision fit need and taking
class councils, to ensure that all students have part in such activities can be a valuable way of
a chance to participate. developing new skills. There are schools that
have found that involving pupils in initiatives
The School Council in my school like these has brought about positive changes
decided reasonable things for in their school ethos and behaviour.
schools that the children want but
that the school doesnt have. Boy, In my school we have a peer-
aged 9. mentoring scheme. All year 7 and
8 students are linked with a year 9
Reviewing and developing school rules, or 10 student, who they can talk to
policies and procedures about any problems. Weve found
Pupils can be involved in policy and practice that bullying happens much less
development by commenting on existing now because students feel they can
policy, for example on bullying or drug talk to someone about what is going
education. Having a task group, such as on. (Hear by Right, Participation in
a policy-working group, allows students your school or college: for students,
to evaluate existing policy and draft new by students.)
policies after consulting with other children,
which makes the process participative. A Involving pupils in decisions about their
participative approach, involving staff and education
pupils together, can lead to better behaviour Pupils can be involved in a range of decisions
and a more inclusive school ethos. From that affect them, for example, around
involvement in School Self-Evaluations, target setting and learning assessments.
helping write school policies on anti-bullying, They can be involved in improving their
or sex education, there are a number of ways learning by giving feedback on the method
pupil participation can enrich school life. of teaching and reviewing the curriculum by
providing feedback on teaching and content
Class rules are very important and methodologies.
when we make them it is better.
Boy aged 9. The following quote from a young person
shows how effective this can be:

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How to involve children and young people in school governance

In science my class didnt like local consultations but by volunteering or

using textbooks. We found them running campaigns on local and national
hard to read and didnt learn much issues. They can be involved in community
from them and preferred to do activities, such as raising money for the
worksheets and activities. We spoke school and for charities, participating in youth
to our teacher who let us do a forums and projects of local and national
survey of what activities people feel organisations like Youth Council, being a buddy
they learn the most from. We now for the elderly or peers with special needs.
help to plan lessons and have more
of a say about what happens in The following case studies are real examples
class. of how pupils can be involved in governance
and where participation is making a difference
Volunteering and supporting community to pupils and to the school environment.
action
A school can gain a lot from being an active They highlight participation of pupils in
participant in its local community. Pupils different areas and aspects in the schools
can become actively involved in their local governance and student learning.
communities not just by being involved in

School management

Boothferry Primary School

How does it work?

Representatives of each class form the school council that meets once a fortnight. Class
representatives gather the ideas for school improvements from their peers and report back
during circle time. Circle time is held every Friday afternoon and is a dedicated space/time
for pupils to discuss uninterrupted the issues affecting them. In some schools, students
have attached Do not disturb: circle time in progress! signs to their classroom doors.

What have they achieved?

School Level
The school council has been particularly involved in improvements to the school
environment, both through planting trees and through playground development. The
playground development was paid for by the profits from the schools fruit tuck shop. Pupils
saw this money as their money and were committed to spending it on their playground.

Classroom Level
After consultation with all classes, the school council contributed their profits towards
building a wooden wall to divide the playground and create a partitioned ball games area.

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How to involve children and young people in school governance

They also made a small alcove for other games and bought smaller play equipment, such
as cars, cards, dolls and dinosaurs. This work on pupil involvement on developing the
playground has paid off.

Recently, the school council won an award for 650. This was for reaching the final of the
LAs anti-bullying award for promoting anti-bullying through pupil participation.

Individual Level
Pupil involvement in the running of the school has extended to them having a say in school
rules too. The school council has recently negotiated with senior management regarding
the schools Scoobie policy. Originally, the toy had been banned but after discussions, the
school council managed to negotiate a relaxation to their rule, so that they were allowed to
play with their Scoobies in lunch and break times.

Benefits of participation at Boothferry

1. Pupils have improved the school environment

2. Pupils have won money and recognition for the school
3. Pupils are well behaved, have high self- esteem and a sense of pride in their
school
4. In a recent inspection, Ofsted said that the school council was an
outstanding feature, giving the pupils a voice in making important
decisions with regards to their safety, welfare and pastoral care.

Stubbings Infant School

Participation and pupil involvement in decisions is at the foundation of all work at Stubbings
Infant School in Calderdale.

How does it work?

Individual Level
Peer support
Pupils are actively involved in the schools positive relationships, including anti-bullying and
peer support work. Year 2 pupils are encouraged to take on leadership roles as Rainbow
Helpers. They are trained to support children who are feeling lonely or needing help. They
are supported by Rainbow Wizards who are trained to lead playground games and act as
positive role models.

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How to involve children and young people in school governance

All pupils are involved in peer support, in making playtimes safe and minimise the risk of
bullying. Even very young pupils are taken seriously and are able to contribute to strategies,
which make the school safer for everyone.

Classroom level
The Sunshine Crew and Thoughtful Thinkers
Participation of all pupils is inherent throughout the school community, but of particular
interest are Stubbings school and class councils. Every member of the Stubbings
community is a Thoughtful Thinker (that is, a member of a class council). This includes the
head teacher down to three-year old part-time nursery pupils.

Thoughtful Thinkers feed their ideas to the Sunshine Crew (otherwise known as the school
council made up of representatives from all classes, including the nursery groups). The
Sunshine Crew are then responsible for discussing the ideas from the Thoughtful Thinkers
and feeding back to them with an action plan for implementing the idea, if appropriate.
This process takes as long as it needs to, dependent on the idea, but the emphasis is that
nothing is impossible to achieve.

Childrens ideas and thoughts have also been incorporated into the master plan for
converting the library area into a Communications Centre. The pupils are also considering
how their play opportunities can be provided indoors as well as outdoors and are currently
fundraising for curtains for all classrooms as an on-going project.

School level
There are other elements of school life, which contribute to creating the ethos of shared
ownership of the school. The biggest space in the school is shared not only by the pupils for
a variety of functions (such as lunchtime and after-school clubs) but also by other groups,
such as the Toddler Group. Extra curricula activities also feed into the shared culture, with
the cookery club cooking with produce grown in the gardening club!

Creating an inclusive and participative culture in school is far from straight-forward and
there are few resources for children as young as the infants at Stubbings. Whilst this has
meant that staff have been forced to produce all of their own activities, this has also meant
that everything has always been extremely relevant to the schools needs. For example,
one of the ways in which ideas are collected from Thoughtful Thinkers is via a suggestions
board. This is designed as a cobble which mirrors the cobbles on the playground.

Benefits of Participation at Stubbings

At first, not all members of the school community realised the importance of pupil voice,
or appreciated that even the very youngest child can have an input. Slowly, this has been

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How to involve children and young people in school governance

turned round by placing the emphasis on removing the barriers to participation for the
youngest children and making it possible for the smallest voices to be heard. Success has
meant that the culture of the school has developed and people are willing to embrace
pupil empowerment. Key to this has been ensuring that all staff voices are heard and that
management tasks are shared among staff. Moreover, constant evaluation of the process
with all members of the community is integral to ensuring that work is kept fresh and
relevant.

Impacts
Pupils have high levels of confidence and self-esteem
Pupils are empowered to learn
Pupils have high levels of emotional literacy.

The following case study is an example of pupils being involved in assessment, teaching and
curriculum.

Cannon Lane First School

Cannon Lane First School provides education for children aged four to eight and has a
significant number of pupils who speak English as an additional language, or who are in the
early stages of learning English. In 2005, Ofsted placed the school on its list of particularly
successful schools.

Cannon Lane First School works on the basis of the key principle that children need a safe,
secure, and happy environment to learn, and that pupils need to be confident for their
learning to be meaningful. For this to happen, pupils need to have ownership of their
learning. Below are some of the ways in which the school promotes these principles.

How does it work?

Individual level
Pupils are also involved in assessing teaching. Teachers ask pupils at the end of the week,
during the week, or even during lessons, How do you think I taught you? and, How
could I have done it better? and, Did I teach you what I said I was going to teach you?
The teacher then uses this assessment when planning future work.

Pupils assess their learning using the Traffic Lights system. Pupils are involved in deciding
their own targets and are aware of the targets of fellow classmates as they support each
other in class to work on these. Pupils are also aware of their teachers targets because the

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How to involve children and young people in school governance

pupils and their teacher sit together to discuss and agree what these should be. It has been
found that targets now tend to be more relevant to the specific needs of the children in the
class, therefore, having a direct impact on the effectiveness of teaching and learning.

Classroom level
Teachers use a variety of techniques to involve pupils in planning and in assessing teaching
and learning. They work with pupils to develop, agree, and review classroom rules.

A Curriculum train is on the wall in every classroom. Each carriage on the train represents
the subject that the class will be working on for the week, half term, or the whole term.
Inside each carriage there is an outline of the specific areas that need to be covered. The
teacher uses the train to plan with pupils how they would like to learn about sections of
the curriculum. Pupils are asked what equipment and resources they feel they need to help
them with their learning.

School level
Through their involvement in the school development plan, lesson observations, interviewing
and appointing staff, deciding on budget spending and the content of assemblies, pupils
have learnt valuable skills in communication, confidentiality, delivering presentations, and
negotiating and articulating their perspective.

All children are offered the opportunity to apply for roles at a strategic level. The head
teacher announces the available positions in assembly and the children then apply through
a drawing or a short letter stating why they want to be involved (this can be written with
the support of parents or teachers if literacy is an issue). The head teacher then informally
interviews pupils.

Pupils develop and write the school development plan, called the School Book, which is,
all about ways to improve our school and to make learning more fun (Introduction to the
School Book 2004-2008). It contains 6 strategic intents.

Selected pupils design questionnaires to survey the rest of the pupils in the school about
what they feel the strategic intents should be. This is then presented to the staff and
governors, who negotiate the 6 strategic intents. These are then shared with pupils, parents,
staff, and governors in a report that is written by the pupils.

There is a review of the strategic intents; this review is undertaken through a similar process
as above by a group of pupils who ask, What difference does the intent make to our
learning? and, What do we need to do now? They will then feedback to pupils, parents,
staff and governors.

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How to involve children and young people in school governance

Pupils also take on the role of Little Inspectors. Selected pupils will:
Observe lessons
Conduct a survey to ascertain the views of parents and/or pupils on the
school
Inspect how teachers teach each other
Inspect how the head teacher is doing their job.

They then write a report on what they find, and this report is sent to parents, pupils, staff,
and governors. It also feeds into the School Book and is used by pupils to set targets for
the head teacher. In their 2005 report, the pupils stated, being an inspector is a great
responsibility, it is not a job you can rush, you learn a lot from others, watching other classes
and we think other people help you by doing things.

Pupils are given informal training to undertake this role; they look at boundaries, rules,
confidentiality and how to act in the class as an observer.

Impact
Everything that the staff and pupils do in school is about creating the safe, secure and happy
environment needed to learn.

Benefits of Participation at Cannon Lane

Involving pupils at all levels has meant that pupils take responsibility for their learning and
school.

Isambard Brunel School

Isambard Brunel Junior School has implemented initiatives that create an inclusive
and listening culture. The school is situated in a deprived area of Portsmouth, and the
percentage of pupils on the special educational needs register is higher than the national
average. Within this context, the school has become a central point for the community,
offering support services and forums for both pupils and parents.

How does it work?

School Level

School and class councils

Every class in the school has a class council: comprised of two representatives who are
elected by the class. Class councils meet fortnightly to discuss issues to take to school
council meetings and class reps will give feedback on school council meetings. The school

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How to involve children and young people in school governance

council also meets fortnightly. Council members have the opportunity to raise issues and
ideas with governors and senior managers and get involved in decision-making at a whole
school level.

To date the school council has managed to change the school uniform, set up a healthy tuck
shop, and set up the school court (see below) to support pupils.

Pupils as governors
One pupil from year 4, 5, and 6 is recruited to attend governors curriculum committee
meetings and one whole school governing body meeting where budgets are discussed.
Meetings are adapted to ensure that pupils feel comfortable in taking part. Pupil
involvement ensures that there is an opportunity for the children to directly contribute to
curriculum and budget decisions. Governors also have an invaluable opportunity to hear
directly from the pupils experiences in the school.

Prefects/head girl and head boy

Prefects, head girl, and head boy are year 6 pupils. They work closely with senior
management in the school to support the running of the school. Pupils apply for the
position of prefect in year 5 and are interviewed by the head teacher, deputy head teacher,
and the PSHE manager. The head boy and head girl also attend school council and
governors meetings.

Classroom Level
Peer mediators
Peer mediators have to apply for their positions and go through a similar selection process
to the prefects. Peer mediators wear special badges and are introduced to pupils during
assemblies. They work with pupils to resolve bullying or friendship issues. One peer mediator
stated how the school has changed a little bit because when there were no peer mediators
people didnt used to talk about bullying.

Peer mediators have had external training from Childline and receive in-house training and
support from the PSHE lead in the school. It is planned that current peer mediators will train
next years peer mediators once they have been recruited.

Curriculum planning
Pupils in year 6 were involved in planning part of their curriculum. This is another initiative
that is being supported by Sussex University staff who worked with pupils on a topic ideas
of their choice. Pupils then turned these ideas into a lesson plan. At the end of this project,
pupils created a video and presentations, with university staff, to illustrate what was done,
what they learnt, how learning can be improved, and how they planned together.

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How to involve children and young people in school governance

Individual Level
School court
The school court was an idea that came from the school council as a way of supporting
pupils whose behaviour was disruptive. Prefects sit on the school court and undertake the
role of mentor to pupils who are referred to the court. Children are referred by teachers to
the court if they feel that the strategies in place at classroom level are not working.

In the school court, the prefects begin by asking the pupil what they like about the school.
They start to unpick what the pupil feels the issues are and what they feel will help them
in school. The pupil will then be assigned two mentors from the school court panel. They
agree weekly targets and rewards with the pupil. The length of mentoring is individual to
the needs of that pupil and progress is reviewed weekly.

Training is provided by the local community police officers who work with the mentors on
questioning styles, how to be supportive, and body language.

Pupil research project

Pupils are currently working with Sussex University on a related research project. University
staff trained pupils in research skills and pupils are now carrying out their own research
project on how playground facilities can be improved. They are questioning adults and
pupils, and will then begin analysing this data and presenting the findings and suggestions
for improvement.

Benefits at Isambard Brunel

Through the formal process of class and school councils, every child in the school has the
opportunity to have a voice.

Impact
Inside the school, pupils have the opportunity to take on various roles of responsibility and
decision making, which encourages a sense of ownership and belonging to the school.
Pupils are involved with:

Staff recruitment
Extra responsibilities in the library
Managing the tuck shop and reception
Monitoring the use of equipment and ICT.

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How to involve children and young people in school governance

Top tips to get started participation and promote participation

activities via a vibrant notice board. Raise
Develop a vision and commitment. Be awareness of the importance of and
clear about what you mean by pupil voice benefits of student participation and the
in governance. Have a vision to ensure it different forms it can take
is embedded in how the school operates
Identify participation training for staff
Develop a clear plan and strategy for
pupil participation, which is backed by Decide on a small scale student voice
the school management to ensure their project if you are starting the participation
commitment. Have open and honest work first time in your school
discussions with staff and management
about involving children and young Include head teachers, life skills teachers,
people in governance governors and all school staff in the
participation work.
Involve pupils early on. This helps to
ensure plans for change are child-focused
and valued by all students Ways to encourage and
motivate children and young
Find out what activities are already people to participate
happening in school. There may be
participation activities happening in Introduce the concept of participation in
classrooms that all teachers are not aware the classroom and encourage debates and
of discussions about participation in school
governance, and how this will benefit the
Identify and develop mechanisms and students and the school
put structures in place in the school
to facilitate participation in school Share examples of good practice of
governance participation from other schools and
youth groups with pupils to highlight the
Identify what resources and support you process and the positive outcomes
will need to undertake the work. Work in
partnership with other schools, agencies Encourage students to share their ideas
and youth organisations. Working with about participation through the notice
other people and developing support board and the school website
networks has benefits for sharing skills,
knowledge and practice Invite speakers (such as adults or young
people from other schools and projects)
Visit other schools and young peoples to share their experience of developing
organisations to observe their work, or participation with pupils in the class or
invite them to talk about their work the school assembly

Create a culture of participation in the Set up participation task groups in each

school. Have discussions with students class to take the ideas forward.
in the class rooms about the benefits of

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How to involve children and young people in school governance

Conclusion References
Children and young people have the right Blake, S and Frances G. (2004) Promoting
to be involved in the governance of their children and young peoples participation
school and involving them can bring positive through the National Healthy School
outcomes for the pupils, school and the wider Standard. London: National Health School
community. There are a number of different Standard (DfES/DH).
ways pupils can be involved in their school
governance, and there are different levels of Kirby, P and others (2003) Building a Culture
participation. of Participation: Involving children and young
people in policy, service planning, delivery and
When involving pupils, both teachers and the evaluation. Research report and handbook.
school need to give their full commitment and London: NCB.
support to the participation process. This may
require training for the teachers and school Hertfordshire Childrens Trust Partnership
management, including the governors, to Participation Toolkit.
ensure they are on board. Pupils need to be
supported in the process and encouraged to Hunjan, R, Lewi, M and Stenton (2006)
take part. They need to be involved at the Inspiring Schools Resources for Action Taking
outset of the process so that they have a up the Challenge of Pupil Participation.
sense of ownership of the work and value it.
Case studies have been taken from a
Participation in school governance needs to be partnership project on Participation in
monitored and evaluated so that lessons can Schools with Save the Children, Carnegie
be learnt and the children and young people Young People Initiative and Esmee Fairbairn
can celebrate their achievements. Foundation.

DfES: Working Together. Giving Children and

Young People a Say 2004

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How to involve children and young people in school governance

Resources National Youth Agency

www.nya.org.uk/hearbyright
This page brings together a list of resources
and organisations that may be helpful in School Councils UK Resources
supporting the implementation of pupil School Councils UK produces a range of
participation. resources: practical toolkits, videos, posters
and badges, to help you set-up and maintain
Participation Works provides access to your pupil councils. Many resources and
policies, practice, networks and information guides are free to download.
on young peoples participation. www.schoolcouncils.org
www.participationworks.org.uk
Save the Children
ACT (Association for Citizenship Teaching) www.savethechildren.org.uk
The Association for Citizenship Teaching (ACT)
is the professional subject association for United Nations International Childrens
those involved in citizenship education. ACT Emergency Fund
came into existence in 2002 to further the www.unicef.org/crc
aims of Citizenship teaching and learning.
www.teachingcitizenship.co.uk Empowering Children and Young People
- Training manual promoting involvement in
British Youth Council provides manuals and decision-making.
trainings for setting up a participation project. Phil Treseder, Save the Children & Childrens
www.byc.org.uk Rights Office
ISBN 1 899120 47 5
The Citizenship Foundation is an
independent charity which aims to empower
individuals to engage in the wider community
through education about the law, democracy
and society.
www.citizenshipfoundation.org.uk

I was a teenage governor

Project report phase 1: Pupil Governorship:
initial thoughts and possibilities. Joe
Hallgarten, Tony Breslin, Derry Hannam.
Citizenship Foundation and IPPR, March 2004.
(Downloadable)
www.citizenshipfoundation.org.uk/main/
resource.php?s186

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How to involve children and young people in school governance

Class rules are very

important and when
we make them it is
better.

Participation Works enables Acknowledgements

organisations to effectively involve This guide uses some text from the original
children and young people in the Participation Works guide How to involve
development, delivery and evaluation children and young people in governance
of services, which affect their lives. written by David Clark and Clare Oliver,
British Youth Council.
The Participation Works How To guides
are a series of booklets that provide Authors: Radhika Howarth and Becky
practical information, useful tips and case Wieczorek
studies of good participation practice.
Researcher: Radhika Howarth
Each one provides an introduction to a
different element of participation to help Peer Reviewers:
organisations enhance their work with Su-Yin Pelham, Treviglas Community
children and young people. College
Mhari Gallagher, supply teacher
The Participation Works Online Gateway
Eilish McCracken, Ashcroft High School
enables you to explore the latest
Rachel Boyce, Fairfax School
developments and resources in participation.
Visit www.participationworks.org.uk Case Studies:
Boothferry Primary School
Stubbings Infant School
Cannon Lane First School
Isambard Brunel School

Participation Works
8 Wakley St, London, EC1V 7QE Published by NCB 2011
www.participationworks.org.uk Participation Works is based at NCB

Enquiry line: 020 7833 6815 Registered charity number 258825

Email: [email protected]

www.participationworks.org.uk 16