Case study of a Spanish School in La Roma. Two structures were created in the school to channel participation in decision-making processes: mixed committees and assemblies. The mixed committees were composed of teachers, family members and other members of the community who organized themselves around specific topics that were necessary to address; for instance, committees were created for learning, coexistence, absenteeism, library, volunteers or IT. Assemblies were meetings held at least once a year, and the whole community was invited to participate in them to debate and decide about the school goals, difficulties, and actions to address them
Open-ended interviews were conducted with a communicative orientation, which entailed sharing knowledge and interpretations to reach a shared understanding of the reality studied. Communicative daily life stories + communicative focus groups.
Qualitative and quantitative data were collected in the school for over 4 years.
Study Results: Families and community participation in decision-making in La Paz entailed their participation was not limited to consultation or approval of agreements previously made by the professionals; instead, it involved actual participation in deciding core aspects of the educational project, such as the learning and educational activities organized in the school
Reference: García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal Of Youth Studies, 21(5), 701-716. doi:10.1080/13676261.2017.1406660
Level of Evidence: Good