This Deep Dive examines a PhD dissertation by Dr. Jennifer Chace of The University of Southern Maine, published in December 2024. The dissertation outlines research into fostering student participation in high school decision-making, emphasizing the development of "listening schools." It argues that by involving students in policy and governance, schools can address weakening democratic norms and student feelings of voicelessness and hopelessness. The study identifies four iterative stages—Initiation, Participation, Enabling Collaboration, and Integration—essential for cultivating mutual trust, mattering, and hope between students and adults. Findings suggest that providing students with meaningful opportunities to co-create school policies enhances their sense of moral equality and prepares them for democratic civic engagement. The research highlights the crucial role of adult openness, trust-building, and systemic changes in realizing authentic student voice.

You can read the full dissertation here: https://www.researchgate.net/profile/Jennifer-Chace/publication/388154380_A_Search_for_Moral_Equality_Becoming_a_Listening_School/links/678bf69175d4ab477e4d41fe/A-Search-for-Moral-Equality-Becoming-a-Listening-School.pdf