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coACTION Project ModulePage 6/24Whole School Approach Pupils A ‘compliments chair’ is introduced in the classroom every week: Each child receives positive feedback from the group. This strengthens recognition and a sense of belonging. Parents At parents' evenings, there is an “appreciation round”: each family can say a sentence about what they like about school life. Parents also need recognition and a sense of belonging in order to play an active role. Participation (Arnstein) - enabling genuine co- determination Participation is not an all-or-nothing process, but a development path. Each step on Arnstein's ladder is an invitation to reflect: How much power do I give up - and how seriously do I take participation? Group Practical example School management When planning a new school profile, the school management sets up a steering group in which teachers, parents and pupils are equally represented - level 6 (partnership). Teachers In the class council, children are not only allowed to discuss but also decide, e.g. on new class services or the organisation of the birthday ritual - Level 7 (Delegated Power). Pupils A working group of fourth graders organises its own school newspaper. Topics, design and content are entirely in the hands of the pupils - Level 8 (Citizen Control). A teacher only provides support when needed. Parents A parents' initiative proposes a new elective subject on the topic of “Cooking from around the world” and organises it itself. The school provides the space and materials - an example for level 8. Democratic competences (RFCDC) - Democracy is learnt Empathy, discernment, the ability to engage in dialogue and conflict resolution are not products of chance. They arise from real-life situations in which people take on responsibility, adopt different perspectives and are allowed to help shape them. Group Practical example