ABSTRACT
Having analysed the key characteristics of children’s agency and the structural dimension of primary education, this chapter synthesises our overall findings and the implications of these through four key themes: the connection between choice and engagement in learning; the impact of assessment systems on agency; the role of social dynamics in fostering agency; and the complex interplay between institutional structures and children’s capacity for action. We propose a new model called ‘structured freedom’ as a practical framework for supporting children’s agency in primary education. The chapter concludes with specific recommendations for policy and practice, emphasising the need for systematic transformation in how educational systems support children’s agency. These changes range from diversifying assessment approaches to creating more flexible curriculum frameworks, highlighting how schools can foster agency while maintaining academic standards.
