High-school student councils: A typological approach

Abstract

The objective of this study was to identify the various types of student councils based on their areas of interest. The study population included 100 school principals or deputy principals, in junior high schools or high schools, who filled in questionnaires to map student councils. The analysis yielded 89 student-council profiles, with two variables—community volunteering and student rights—forming the basis for the other variables, and thus for the four types derived: integrative, voluntary, rights, and dim. The ‘Discussion’ section describes an attempt to understand the uniqueness of these two variables and their interrelations.

Socially active volunteering students: The case of student councils

“…The research tool was the four-part Council Evaluation Questionnaire (Halfon, 2012): 1. Active student involvement (based on its items, a new continuous variable, "active students' level of involvement" was calculated and divided into three levels of involvement: low, moderate, and high), 2.…”

“…Yet, another finding showed that adolescents from a higher socioeconomic background are more involved in public and social activities than their peers of lower socioeconomic status. Creating settings that will allow hands‐on experience in activities of social involvement and volunteerism could facilitate educating towards proactive citizenship and values of volunteerism (Bonnesen, 2018; Brown et al, 2003; Halfon & Romi, 2019; Smith et al, 2010). This also strengthens the interest in the character traits of students who are active in their student councils, and the implications for their social involvement in the present and possibly the future.…”

“…It instils prosocial and democratic values and promotes pro‐active citizenship. The council's activities serve to develop the active students' leadership and social skills, and their sense of belonging to society and the community( Cross et al, 2014; Griebler & Nowak, 2012; Halfon & Romi, 2019; Mager & Nowak, 2012; Metz et al, 2003; San Antonio, 2008). Students who actively participate in volunteering for their fellow students, the school and the community are involved in planning, organizing, and carrying out the volunteer programs.…”

“…Students who actively participate in volunteering for their fellow students, the school and the community are involved in planning, organizing, and carrying out the volunteer programs. They select the volunteer activities and construct plans for their implementation (Halfon & Romi, 2019).…”

“…In the post‐modern world, the educational system must focus on developing students' social skills, pro‐social behaviours, and instil social commitment and involvement in the school and the community. This can be done by creating a comprehensive educational environment that encourages students to act for the benefit of the group and the individual in their society (Celio et al, 2011; Einat & Michaeli, 2018; Grimm Jr. et al, 2005; Handy et al, 2010; Halfon & Romi, 2019; Wang & Fahey, 2011). The 1990 UN Charter on the Rights of the Child (Cross et al, 2014; Mager & Nowak, 2012), has placed on its educational agenda the need to encourage children to be involved in their schools, to participate in decision making and setting school policy, and to advance their needs.…”