What matters in education? - Seminar #7 Democratic decision making in English education

The Seventh seminar in the What Matters in Education? panel discussion series considered the role of democratic decision making in English education.

Introduction

In the seveth seminar in the What Matters in Education? panel discussion series, speakers reflected on the role local interests and local concerns can play in steering education reform. Drawing on their experience of working with others in the sector to bring about change they considered whether open and transparent debate about national and local priorities can lead to better decision-making in education and a greater chance of an informed consensus emerging.

Key questions for debate

• How are responsibilities for school-based education currently shared?
• How do we strike a balance between national priorities and local concerns?
• What role do schools play in children’s and families’ lives?
• How can we create more spaces for open and transparent debate?

What we heard: Democratic decision-making in English education

Democracy within the English education system

• Democratic decision-making is diverse and multifaceted and is enacted throughout the system by various actors
• Reforms over the last four decades have re-shaped and weakened democratic processes in education
• A large number of decisions concerning the education system are made centrally, creating tensions between national policy frameworks and local practices and priorities
• Not all actors within the education system feel represented or heard

Why democratic decision-making matters

• Democratic processes empower communities and enable individuals to feel heard and respected
• Democratic structures give rise to practices, processes and decisions that are locally sensitive
• Democratic decision making can provide children and young people with a sense of belonging and can enable them to exercise agency over their education
• Engaging in local, democratic projects supports the well-being and retention of teachers
• Democratic decision making in education can strengthen social cohesion, both locally and nationally

Spaces and structures that encourage democratic decision-making to thrive include

• Organisations and alliances that work for change by bringing people together
• Organisations that strengthen professional voices by representing their views in public debate (e.g. CCT)
• Organisations that promote structures and forums that provide a diverse range of stakeholders with a clear voice on matters that concern them (e.g. The FED Learner, Practitioner, Parent and Carer and Leader Councils).
• Local projects that respond to local priorities (e.g., place-based partnerships that address local challenges).
• National consultations that value and act on a range of views (e.g., the Big Listen, the Curriculum and Assessment Review)

Topics that benefit from open and transparent exploration

• System improvements needed to promote social justice and enhance education quality
• Curriculum, assessment and pedagogy that encourage purposeful engagement
• Children and young people’s sense of belonging
• The long-term strategic priorities of the system

Questions the audience raised

Creating a supportive system: How do we encourage teachers and others to be involved in policy conversations?

Multi-agency working: How can we foster joint decision-making by engaging with practitioners from other sectors, such as health and social care, to improve the education system for children with SEND?

Providing pupils with greater opportunities: It is so valuable when students are consulted on matters that concern them – how do we make this available to all school students?

The prevalence of top-down thinking: Why do you think it is that we look at change in education from a top-down perspective?

 Building on from what is already happening

The panellists strongly agreed on the importance of democratic decision-making, and advocated for the positive changes it can bring. Key recommendations included:

For policymakers

Engage more frequently with the sector

• Involve and consult actors from across the system at all stages of the policy cycle
• Engage with stakeholders in an accessible and inclusive way
• Work closely with researchers to capture and comprehend the views, experiences and expertise of all those within the education system

For researchers

Use research to strengthen democratic processes

• Develop high-quality research designs to capture the views and experiences of actors, particularly those experiencing education
• Develop democratic, meaningful and sustainable partnerships between practice and policy
• Evidence instances of (un)democratic decision-making in education and its effects

For practice and provision

Engage in and enact democratic decision-making

• Consult children, young people and their families on their learning journeys
• Take the views and experiences of children and young people seriously and demonstrate how their voice can create change
• Join professional networks and contribute your voice and experience to local and national consultations

In brief

There are multiple examples of democracy in action already happening, both in local and national projects. The commitment to democratic decision-making, however, does not extend to all parts of the education system. Many communities do not feel represented or consulted on the policies or practices that concern them. More needs to be done to ensure everyone’s voice counts.

References

Chartered College of Teaching, Edtech Evidence Board Project
Federation for Education Development. (2024). National Education Consultation Report 2024: Towards a long-term plan for education.
Nicholson, P. M. & Wilkins, A. W. (2025). Intermediaries in local schooling landscapes: policy enactment and partnership building during times of crisis. Journal of Education Policy, 40(1), 89-110.
Munoz-Chereau, B., Hutchinson, J. & Ehren, M. (2022). ‘Stuck’ schools: Can below good Ofsted inspections prevent sustainable improvement?