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School Council Advocacy
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Years Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on the implementation of School Councils in a mainstream primary educational setting, specifically addressing the necessity for proportional representation of children on the Special Educational Needs and Disability (SEND) register. It highlights the importance of advocacy training for all children involved in the School Council, suggesting that the decision-making process is more critical than the decisions themselves.
Aims: The research aims to understand and enhance the engagement of children with SEND in School Councils. It seeks to refine the decision-making process and empower these children through advocacy, ultimately contributing to a more inclusive educational environment.
Methods: The research adopts an action research approach divided into two cycles. The first cycle includes the formulation of a research question after reviewing pertinent literature and planning for implementation. Each participant's ethical consent was obtained for anonymous data publication. This cycle is followed by a review phase to evaluate outcomes. The second cycle builds upon the first, incorporating insights gained and applying them to further refine methods and practices.
Findings: The findings indicate that effective advocacy training and proper representation in School Councils can significantly impact the involvement of children with SEND. The study reveals that enhanced decision-making skills among these children lead to more meaningful participation in school governance, thereby fostering an inclusive school climate.
Implications: Other educators may consider how inclusive practices in School Councils can empower children with SEND, facilitating their active involvement. The insights from this study underscore the value of advocacy training and proportional representation, which could inspire similar initiatives in different educational contexts to enhance inclusivity and empower all students.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream primary school, pupil voice, School Council, SEND advocacy