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coACTION Project Page 11/27 Democratic School Culture Interlocking models: the path to a sustainable democratic school culture The heart of a sustainable democratic school culture lies in the systemic interplay of the three models presented. The basic psychological needs according to Glasser, the participation ladder according to Arnstein and the RFCDC model interlock like cogwheels. This interaction is not linear, but characterized by mutual dependence and reinforcement. Progress in one area can drive progress in other areas, while a deficit in one area can hinder the development of others. A holistic, integrated strategy is therefore not merely additive, but multiplies its effect on democratic culture. The fulfillment of basic psychological needs is the inevitable prerequisite for emotional access to democratic values, attitudes, skills and critical knowledge. Without a sense of security, belonging, recognition, freedom and joy, democratic competencies cannot be deeply internalized; they then remain on the surface and are only theoretically conveyed. For example, if a child feels insecure or does not have a feeling of belonging, they will have difficulties developing empathy or actively participating. Arnstein's participation ladder describes the pedagogical structures in which these needs can be met and skills can be developed. The level of participation has a direct influence on the satisfaction of needs and the development of skills: Basic psychological needs according to William Glasser Participation ladder according to Arnstein RFCDC model