ABSTRACT
Throughout this book we have been looking at how teachers and schools are using pupil consultation and participation to help improve practice and we have shown how pupils’ perspectives can be used to gain insights into the things that affect their learning and progress. Clearly, there are many pragmatic reasons for schools to involve pupils in efforts to improve teaching and learning: pupils are able to offer first-hand evidence about teaching and learning; engaging pupils in a learning-focused dialogue can help to support their learning and help build a more positive learning climate within a school. However, pupil involvement also holds a deeper significance for schools because it offers the possibility of taking school improvement efforts beyond the ‘quick-fix’ solutions often proposed by policy makers and returns schools’ attention to what really matters – pupils and their learning. As McLaughlin et al. suggest, the pressures on schools have been enormous:
The educational system has undergone radical reform in the last decade. The reforms have increased the openness to scrutiny and accountability of schools, as well as prescribing the curriculum. In addition, the idea of competition between schools has been implemented.
