The Ladder of Student Involvement in Schools

Adapted by Adam Fletcher from the work of Roger Hart *

*From Hart, R. (1994) Children's Participation: From Tokenism to Citizenship. New York: Earthscan.

Examining the Meaning of Student Involvement: The Ladder of Student Involvement in School
By Adam Fletcher

Introduction

Simply calling something "meaningful" doesn’t make it so. Saying that young people are complex is an understatement; saying that schools need to be responsive to their complexity seems overtly simplistic. However, according to the following measurements, many schools may be currently treating students as simpletons.

The following measurements are taken from a tool is called the Ladder of Student Involvement in School. It is a typology that explores a variety of ways students are involved in schools. Educators and students can use apply this tool to the everyday involvement of students by using it to identify how schools currently engage students in their classes, programs, and other leadership opportunities. The Ladder can also encourage individuals and schools to aspire to higher levels by presenting the possibilities of meaningful student involvement.

Exploration
The Ladder of Student Involvement in School was adapted from the work of Roger Hart, an international expert on children’s participation. By mapping situations and activities that involve students on the rungs of the Ladder, schools can assess their levels of meaningful student involvement. The higher the rung on the Ladder, the greater the meaningfulness of student involvement. This guide seeks to help schools reach higher rungs – that is, increase the amount and improve the quality of student participation in schools. Note that the rungs on this Ladder aren’t necessarily a developmental process that happens over finite increments. Student involvement can go from the second rung directly to the sixth. The Ladder is meant to represent possibilities, not predictions, for growth.

Measurements

The degrees of participation include (8 being the highest):

8. Student-initiated, shared decisions with teachers – Projects, classes, or activities are initiated by students, and decision-making is shared among students and adults. These projects empower students while at the same time enabling them to access and learn from the life experience and expertise of adults.

7. Student-initiated and -directed – Students initiate and direct a project, class, or activity. Adults are involved only in a supportive role.

6. Adult-initiated, shared decisions with students – Projects, classes, or activities are initiated by adults, but the decision-making is shared with the students involved.

5. Consulted and informed – Students give advice on projects, classes, or activities designed and run by adults. The students are informed about how their input will be used and the outcomes of the decisions made by adults.

4. Assigned but taught – Students are assigned a specific role, and are told about how and taught why they are being involved.

The degrees of non-participation include (1 being the lowest):

3. Tokenism: Students appear to be given a voice, but in fact have little or no choice about what they do or how they participate.

2. Decoration: Students are used to help or bolster a cause in a relatively indirect way; adults do not pretend that the cause is inspired by students. Causes are determined by adults, and adults make all decisions.

1. Manipulation: Adults use students to support causes by pretending that those causes are inspired by students.

Conclusion

Students and educators can use this tool in a variety of ways to measure their classrooms, schools, and communities. Beyond this tool, there is a need to imagine what steps are necessary for students to progress beyond measurement and into action. That is what the rest of SoundOut.org is for!