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School councils and democracy: pick your model carefully

Modelling democracy is an incredibly important role of the school council, but it’s something that’s easy to get wrong. The first thing to think about it what type of democracy you want to model. The simplest answer is to base it on our local or national model. The problem with this is that most people adults feel pretty disconnected from this. Another option schools go for is what some schools might call the ‘effective democracy’ model: there is some voting involved, but staff push certain students who they ‘know would get things done’ into position. This model of democracy has recently been rebelled against in various Arab countries, but is still being used in Zimbabwe.

involver voting+ logo
There's more to democracy than voting. That's what our logo's supposed to represent: a voter's X with a +

I would suggest the type of democracy schools should want to model is one where:

a) People are engaged throughout the year, not just once when they vote.

b) Where representatives are picked they are selected solely by the people they represent.

What I mean by being engaged is that the whole school is involved in:

  • Identifying issues
  • Creating solutions
  • Carrying them out
  • Evaluating them

These aren’t things we expect other people to do for us, just because we elected them at the beginning of the year.

So, here’s what you need to do:

  1. Decide on what type of democracy you want to model – what values are important, not what structures.
  2. Decide on what kind of elections would best achieve this.
  3. Understand that any elections and representatives are just a small part of this.
  4. Get in touch with your local authority’s Democratic Services; they can help you out with ballot boxes, voting booths, etc.
  5. Give people plenty of warning about standing and help them to find out what it would mean to be a representative.
  6. Make sure your elections are open and fair and run in the same way across the school.
  7. Set up and keep up excellent communication between the whole school and the school council.
  8. Make sure everyone has the chance to get involved in problem solving through class councils, action teams, whole school meetings and so on.
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Project planning and evaluation videos for school councils

We helped make this series of six videos for Parliament’s Education Service. As well as encouraging schools to enter the Speaker’s School Council Award they contain loads of great tips from MPs and school councillors of all ages on how to make any project a success.

If your school council or project team is getting a bit stuck have a watch of some of these, they might just give you a few ideas.

Why enter the Speaker’s School Council Award

Getting ideas and choosing a project

Planning your project

Keeping your team on track

Keeping people informed and involved

Evaluating your project

These videos were all shot, directed and edited by the fantastic Kwame Lestrade of Franklyn Lane Films.

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involver blog Resources

From school council noticeboards to progress boards

Can your school council noticeboard actually help drive change?

Pretty much every school I go to has one and they almost all consist of the same things:

  • Photos of the school council (often last year’s)
  • Minutes of the the last meeting (who stops at a noticeboard to read closely-typed minutes?)
  • A poster saying ‘have your say/make a difference/we’re your voice!’

Other than underlining for Ofsted that you have a school council, what does this actually achieve?

How about if you used that space instead for a Progress Board. This would allow everyone in the school to see:

  • What the school council is working on
  • Who they talk to to get involved
  • What the hold ups are (this can put gentle pressure on a slow-moving Headteacher or Caretaker to respond)
  • What’s off-limits and what’s been achieved

Anyway after years of describing this idea to people and sketching it up on flipcharts at training sessions I finally created a graphic last night which shows just what I mean.

School council progress board
If you set up a board like this you need to make sure it is updated at least once a week: make a member of the school council Progress Board Officer. Click the image to see the full-sized version.

Do you have any other ideas for what might go on here (or on a board next to it).

I’d also love to see how something like this could be part of a school council’s page on their VLE or website.

Let us know in the comments if you’ve got any ideas.

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Resources

School council reps’ tookit

I wrote this little pocket guide for the school councils of some secondary schools I’m working with. It should be useful to anyone who’s interested in becoming a rep (representative) or is one already and wants some tips on how to make a good job of it.

Most schools have reps as part of the way they run student voice, often class reps, year or house council reps and then even school council reps who might meet with people from other schools.

But being a rep’s not easy, so here are some tips and guides on how to do it well.

Inside you’ll find answers to all of these questions:

  • What is a rep (representative)?
  • What’s good student voice?
  • What does a rep do?
  • How do I collect views?
  • How do I create change?
  • How do meetings work?
  • What should I ask in meetings?
  • How do I run a meeting?
  • What are minutes?
  • Can meetings be fun?
  • How do I present an idea?
  • How do we get things done?

It’s designed as an A5 booklet so if you print it our double-sided onto A4 all the pages should match up

Download the PDF here:

[download id=”220″]

As with all of our work, we release it under a Creative Commons Attribution ShareAlike licence, so if you want to remix it – add your own logos, etc. – you can do that with the Publisher files here:

[download id=”221″]

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Does a youth council have to look like a council?

Teddy bears at a meeting
I've never been to a meeting quite like this, but I have been to ones where everyone is as engaged as these inanimate objects.

A couple of weeks ago I was approached by the chair of the syanagogoue I attended when I was younger. She asked me to set up a youth council with a bunch of really enthusiastic young people who have just completed their Kabbalat Torah (a kind of confirmation – a furtherance of the Bar Mitzvah).

Now, these young people are able and committed, but not neccessarily committed to the idea of sitting in meetings, but really who is? My Dad’s still an active member of the synagogue, by which I mean he goes to a lot of meetings, sits on various committees, but does he find them interesting, of course not. They’re boring and cumbersome, but they do allow him to see many of the friends he has at synagogue and he gets to contribute to the way the community runs.

So, when the Chair asked me to set up a youth council, I checked with her that this was what the young people themselves said they wanted.

‘Well, they didn’t say that exactly, but they did say they wanted to give something back and keep in contact,’ was the reply.

‘And when you say you want them to be a ‘council’, do you want them to represent the views of the other young people?’ I went on.

‘I don’t know, I hadn’t really thought of that.’

So I thought to myself, ‘really, what would work here for everyone?’

I decided that of course I didn’t have the answer, that would come from meeting the young people and asking them.  So we arranged to meet one evening to discuss what interest they really had in this whole process.

We ate and chatted and discovered that they already did a lot for the synagogue, most of them volunteered as teaching assistants in the Cheder (Sunday School), one of them helped run the youth club and they’d all run a service together recently. What they really didn’t want was to feel like they were being dragged back to synagogue to eat up even more of their free time.

They were very keen though to have an excuse to get together and enjoy each other’s company and were happy to do that at the synagogue. They suggested getting together on a week night to cook for each other, eat and watch films on the synagogue’s big screen. They’re happy to organise something like this and thought that after the first one they’d invite the Chair and new Rabbi to attend for a bit to chat informally about what they wanted from (and wanted to put in to) the community.

They were happy too if the adults from the synagogue council wanted to ask them the odd question, that they might discuss over dinner and send back a response.

We discussed what would put them off coming and they resolved not to use those methods (including standing up in assembly to announce ‘an exciting new …’) to promote this event. They’re communicating with their peers in the ways that they like to communicate. I’m just on hand to offer support if they want it.

Is this exactly what the Chair expected? No, but I think in the end she’ll get a more committed, engaged group of young members, because they’re creating this experience for themselves, rather than having a structure imposed on them by adults.

Is this what the young people expected? Also not, I think they thought they’d go away with another person chasing them about coming to volunteer at another thing at the synagogue. What they got was an opportunity to keep up with their friends, and create something at the synagogue which they have ownership of, rather than just another thing they participate in.

When we’re setting up councils in schools, synagogues, churches, towns or wherever, what we want them to do is engage people in the way those communities run. So we need to set them up in a way that reflects that. Don’t make the method for engagement un-engaging, that makes sense, right?

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School council success: improvement or representation?

How do you talk about the success of your school council?

When people visit your school do you tell them:

(a) About how this great group has redesigned the uniform, carried out an in-depth study into learning styles, raised thousands of pounds and reduced the school’s carbon footprint to zero?

(b) How it has enabled students from across the school to work together, been a channel for frustrated students to be heard and made staff think about things differently?

Benito Mussolini
How do we judge politicians? On whether they 'make the trains run on time', or how democratic they are*?

Almost every school I go to tells me the (a) type things – and the problems they talk about are similarly about their inability to make visible improvements to the school. But, if I ask them what their school council is they will say it’s,

a democratic body of students, there to give the students a voice in the running of the school.

They very rarely say it’s,

a group of keen and able students who help the staff.

But more and more frequently I meet teachers who tell me they’ve selected a few of the people on the council ‘to help it work better – because some of the ones who got elected might struggle’, or even that they’ve done away with elections completely to make the school council ‘more effective’.

More effective at what?

What are the success criteria for a democratic organisation?

I would suggest that the most important is how well it involves everyone, not how well it involves the ‘right’ people. If you need to change the system to make it more effective this should be to make it more inclusive, not more efficient.

But if you’re going to change the system (and I think most schools need to), why not do both? Getting the whole school involved in identifying issues, coming up with solutions and taking action will result in far more changes and and wider engagement. Focus on spreading discussion and action to class councils, rather than pulling it in to the school council.  Use whole school meetings, have online forums and noticeboards that the whole school can contribute to, set up action groups that anyone can be on, set up ‘social action time’ when the whole school is supported to work on their own projects.

* Fascist dictator of the 1920s and 30s, Benito Musolinni is often claimed to ‘have made the trains run on time’, it may well be that even this achievement is over-stated: http://www.snopes.com/history/govern/trains.asp

Comic about Mussolini making the trains run on thyme
Searching for images to illustrate this article I came across this comic. It made me smile, which then made me think that I am falling in to the 'dad' stereotype. Ho hum.