High school: School participation in a swoop

Among the many consequences of the pandemic is the decline in student participation within the Room for dialogue in the high school. The school and class meetings had actually begun to lose their luster long before the advent of Covid-19: for one in two students, they actually took place very rarely or even never.

Only 6 out of 10 students participated in the classroom, only 4 out of 10 actively participated in the schools. Of course, the introduction of DAD as a result of the emergency, a non-prosperous situation has worsened: online classroom and school meetings compared to the previous phase thus affect only one in 5 pupils.

The data collected in the survey tell us that “Students and participation”led by Ipsos fir ActionAidin collaboration with Student Unionon a sample of about 800 young women from the high school, taking into account the age group of 14 to 19 years. The research focuses on the opinions of adolescent girls and boys with a view to the second return to class since the onset of the health crisis and takes into account the possibilities of the PNRR.

School participation: only 1 in 5 students involved in online meetings

The survey highlights the fact that the school is an outpost of personal growth, learning independent of simple concepts, to almost 8 out of 10 students: 60% of respondents believe that school helps them to increase personal confidence. The girls show more interest and participation and it is the students in the south who have the difference of a greater participation both in the classes as well as in the school meetings. The difference is also particularly pronounced between those who go to a high school and those who go to vocational institutes in which less participation is observed.

Students are also aware of what the investment priorities should be for their school: the elements to be concentrated on must be the technological equipment for the teaching staff, the connectivity and the security of the structures. It also seems crucial the need to train teachers through more influential learning methods and the adoption of more advanced and participatory assessment systems, through extracurricular activities such as workshops and practical experiences, to be integrated with projects proposed by the students themselves.

Without the advice of the students, investing in the school risks being a missed opportunity

Based on the conclusions of ActionAidthe investments and reforms proposed in the PNRR must be placed in an organic framework that can bring real and continuous results over time, while respecting the need to reduce school dropouts, d ‘Early and to reduce educational errors.

To achieve these goals, it will be necessary to foster an interactive network of school communities, through well-defined educational agreements that take into account the urgent needs of young people in their formative years. For example, only 4 out of 10 boys go to a school that has established partnerships with third sector entities. More than 6 out of 10 students do not participate in activities or courses of this type, either because they do not miss or because the school is not able to engage students effectively enough. Where engagement is achieved, however, almost 8 out of 10 students benefit and 7 out of 10 are very interested.

In this trip, therefore, a major role is certainly reserved to local authorities, families and third sector associationsthe virtual synergies with schools must be built to combat inequalities.

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