In the Western Balkans, we’re witnessing an exciting shift in educational management – one that puts students at the heart of decision-making alongside their teachers and school administrators. This exciting approach, known as co-management, is more than just a buzzword – it’s a powerful tool that transforms the very experience of education for students.
Did you know that the concept of co-management in education actually stems from the Council of Europe’s innovative approach to youth participation? While many might think it’s a recent educational trend, this powerful model of shared decision-making between young people and decision-makers has been transforming European institutions for years.
Now, just imagine the incredible potential for our schools to embrace this approach! In the Western Balkans, we’re witnessing an exciting adaptation of this European model that puts students at the decision-making table alongside their teachers and school administrators. This isn’t just another administrative reform; it’s a complete reimagining of how schools can function when everyone has a voice.
From a psychological perspective, this approach ticks all the boxes when it comes to addressing the crucial developmental needs of young people:
• The need for autonomy and voice
• The desire to make meaningful contributions
• The development of leadership skills
• The building of self-confidence through real responsibility
What makes co-management so captivating from a pedagogical standpoint is how it transforms abstract concepts of democracy and participation into tangible, everyday experiences. It’s where theory meets practice in the most practical way possible.
What happens when students have real power in schools?
Students must be given real decision-making power to transform their learning experience. Research shows that it’s not just about letting them have a say, but about creating an environment where their minds can truly flourish. When students step into real power roles in schools, something fascinating happens. A recent study by Akramova and Akramova (2021) revealed that giving students real decision-making power is not just about giving them a voice. It is about creating the perfect conditions for their minds to grow.
Remember how boring school was when lessons didn’t connect to real life? Students need to have actual power in decision-making. Then they can apply what they learn in real situations. Theory suddenly becomes practical.
Students thrive when they work both individually and as a team. They learn to think for themselves while also understanding the power of collective wisdom. This balance fosters stronger thinking skills and better social connections.
Student empowerment isn’t just about analytical thinking; it’s also about nurturing creativity. When students have real power, they learn to analyse situations carefully and come up with creative solutions. As Akramova and Akramova rightly point out: “The comprehensively created conditions and opportunities provided for the process of critical thinking of students create many benefits in the field of Pedagogy and Psychology.”
Creating Psychological Safety for Real Student Voice
When students have real power in school decisions, they are learning about democracy and leadership. They’re developing skills that will serve them well beyond their school years, becoming more thoughtful, creative and socially competent individuals.
When we talk about co-management in schools, we’re actually talking about creating an environment of psychological safety – a concept that Harvard professor Amy Edmondson has extensively researched. But what does this mean for students and teachers working together?
According to Edmondson, as cited by the American Psychological Association (2024):
“Leaders must prioritize a culture of learning and innovation for team members to be comfortable speaking up, taking risks, and sharing information. This does not happen by default. It emerges with effort and curiosity and care. When achieved, the result is a more creative, innovative, and successful team and organization.”
This principle perfectly applies to school co-management, where we need to create conditions where:
- Students feel safe to express their opinions
- Teachers can openly discuss challenges
- Both groups trust that they won’t face negative consequences for sharing ideas
In practice, it is increasingly shown that one of the blocks to students voicing their opinions can be the thought of negative consequences. But what if we could create a school environment where students feel safe and secure, and where they can flourish and practice assertive communication, live democracy and feel empowered? Let’s explore how we can make this a reality in our school environment!
What Real Psychological Safety Looks Like in School Co-management:
In a psychologically safe school environment, all participants should be able to:
- Admit and discuss mistakes openly
- Address tough issues without fear
- Seek help and feedback
- Feel valued as team members
This is particularly crucial when we’re asking students to step into decision-making roles alongside teachers and administrators – traditionally more powerful figures in their lives.
Conclusion
Just think about it for a minute: how can we expect young people to understand and practise democracy if they don’t experience it in their daily school life? Co-management in education is so exciting because it goes beyond traditional student councils. It’s a fantastic, comprehensive approach that brings together students, teachers and administrators as equal partners in decision-making.
The great thing about co-management is that it’s not about taking away authority, it’s about sharing responsibility. When students are the decision-making process, they don’t just learn about democracy, they experience it first-hand.
Imagine it as an upgrade from a one-way street to a roundabout where all paths intersect and everyone needs to work together to keep things moving smoothly. The evolution from traditional school management approaches to more participatory models is a significant paradigm shift in future education.
The project „Co-managed high schools“is implemented by the Association LEAD (MKD) in partnership with Genesis project (BiH), Kosovar Youth Council (KS), Youth Network of Montenegro (MNE) and Connecting (SRB). The project is funded by the European Union under the Erasmus+ program.
References
Akramova, G. R., & Akramova, S. R. (2021). Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and Education, 58(2), 4889-4902. ISSN: 00333077.
American Psychological Association. (2024, March 4). What is psychological safety at work? Here’s how to start creating it. https://www.apa.org/topics/healthy-workplaces/psychological-safety
Council of Europe. (n.d.). Co-management. Retrieved December 26, 2024, from https://www.coe.int/en/web/youth/co-management