Student participation and influence

Learning involves both cognitive and emotional effort. For students to engage in the teaching, they need not only to understand the content but also to experience that they have a meaningful role in their own learning. Research shows that a sense of autonomy and the chance to influence one's own situation are important factors for motivation, wellbeing and school performance alike. Effective teachers therefore work deliberately to create teaching situations where students gain influence and the chance to participate in decisions that concern their learning.

Student influence does not mean that students decide everything that happens in the teaching themselves. Rather, it is about students getting the chance to express their thoughts, influence certain parts of the teaching and understand the purpose of the activities being carried out. When students experience that their views are taken seriously and that the teaching is meaningful, their motivation to participate actively in learning increases.

A central factor in this context is belief in one's own ability. Research on self-efficacy shows that students who believe they can succeed at a task are more inclined to make an effort, show perseverance and cope with setbacks. When students get the chance to make choices, influence their work and experience that their ideas are valued, this belief in their own ability is often strengthened. This also increases the conditions for active and engaged learning.

Research shows that students' opportunity to influence their education plays an important role for both learning and wellbeing at school. A large study conducted by Jerusha Conner and colleagues examined the connection between student influence, engagement and school results among more than 2,000 students in lower and upper secondary school. The results show that student influence is not only about democratic values but also about creating better conditions for learning.

The study highlights three particularly important aspects of student influence. The first is teacher receptivity, which concerns the extent to which students experience that the teacher is willing to listen to their ideas and views. The second is teacher responsiveness, that is, whether the teacher actually uses students' thoughts and lets them influence the teaching. The third aspect concerns choice, where students are given the chance to choose between different approaches, tasks or ways of presenting their knowledge.

A clear result from the research is that student influence is strongly connected to students' engagement in their schoolwork. When teachers regularly ask for students' perspectives and create opportunities for them to influence the teaching, students' sense of participation increases. This in turn leads to them becoming more motivated and engaged in their learning.

Student influence also helps develop students' sense of agency and responsibility. Research shows that students who experience that their voices are taken into account develop greater student agency, that is, a sense of being able to influence their situation. These students more often dare to express their ideas, take part in discussions and take the initiative in their learning. They also become more inclined to contribute to the development of the class's and the school's shared work.

For student influence to have a positive effect, it needs to be genuine and integrated into the teaching. It is not enough for students to express their views if these are not taken seriously or lead to some form of response. Effective teachers therefore create structures where students' perspectives are actively used as a resource in the planning, delivery and evaluation of teaching.

Taken together, the research shows that student influence and participation are significant factors for both wellbeing and learning. When students get the chance to influence, make choices and experience that their voices matter, their motivation, engagement and belief in their own ability are strengthened. By creating teaching where students are active participants rather than passive recipients, teachers can contribute to more meaningful, inclusive and durable learning.