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Students want to have a say: Study reveals major lack of participation in schools!
A current study shows that students in Brandenburg want more active participation in the education system. Challenges and possible solutions are discussed.
Students want to have a say: Study reveals major lack of participation in schools!
The current study on the “Participation Beatlas for Children and Young People” impressively highlights the fact that young people in Germany long for more say and co-determination in their everyday school life. How Mercury reports, the analysis, which is based on data from 400 districts and independent cities, shows clear differences in the perception of co-determination. What is particularly striking is that high school students feel far more involved than students from other types of schools such as secondary or secondary schools.
Encouraging teacher engagement plays a crucial role. The President of the German Teachers' Association, Stefan Düll, sums it up when he emphasizes that overworked teachers are unable to bring additional offerings into everyday school life. There is a lack of “accompanying staff” – school psychologists, IT and administrative staff are needed to relieve the teachers. Student participation also varies greatly: While high schools often offer their students more opportunities for participation, this is often not the case at other types of schools.
Active participation and suggestions for improvement
Children and young people are not just passive, but also make concrete suggestions for improvement. The Participation Atlas highlights that many young people want to use empty buildings for leisure gatherings or demand safe routes to school. Unfortunately, they often feel like they are not being taken seriously; In many cases their ideas seem to go unheard. However, positive examples show that participation, for example in youth councils, can promote self-efficacy and real participation - this is particularly important for personal development.
The participation of children and young people must be designed in a variety of ways so that less committed groups can also be reached. An inclusive approach is particularly necessary here, because access to participation is often characterized by social inequalities. Gymnasiums tend to attract students from wealthier families, while participation in other types of schools is often not given the same importance.
Understanding and combating educational inequalities
The problem of educational inequalities is not new. As the Federal Agency for Civic Education explains, international comparisons show that countries like Canada or Great Britain have better results in educational success in connection with social background. In order to promote equal opportunities in this country, political measures are required, but these have often been controversially discussed in the past.
Key approaches to reducing these inequalities are early support measures and the expansion of high-quality educational offerings, especially in early childhood education. Binding educational plans in daycare centers and the promotion of individual learning requirements are necessary to accompany children on their journey from the start and to strengthen their development.
There is also a clear connection between socialization and educational success. Hartmut Stäker, President of the Brandenburg Education Association, is therefore calling for a uniform framework to reduce the dropout rate and to shape the educational path for those responsible. These approaches could help to meet the major challenges in the German education system.