Case File: Primary school students should have the opportunity to participate in decision-

making processes concerning classroom activities and rules.

I. Introduction: The Role of Primary School Students in Decision-Making

The question of whether primary school students should actively participate in decision-
making processes regarding classroom activities and rules is a topic that balances arguments
around authority, education, and fostering a sense of autonomy in young learners. In this
case file, you will be introduced to some of the arguments in favor of and against providing
primary school students with opportunities to participate in shaping their educational
environment.

This case file is meant to introduce some of the concepts that you may encounter in debates
on this topic. You should use these arguments as a foundation to write your own case and
think of or research additional points to make. These are not complete arguments, so
repeating them verbatim will not win you any debates. You have to do some of the thinking
yourself!

II. Pro Arguments: Empowerment and Educational Benefits

Empowerment and Autonomy:

Proponents of the policy frequently argue that involving primary school students in decision-
making empowers them by fostering a sense of autonomy and responsibility. This
empowerment can positively impact students' self-esteem and motivation. Some of the
reasons for this include: learning from experience or practice, understanding the concept of
decision-making as well as its confines, and gaining confidence by making some decisions for
themselves that have tangible consequences for their lives.

Enhanced Learning Experience:

Supporters may argue that active participation in decision-making processes enhances the
learning experience for students. When students have a say in classroom activities and rules,
they may feel more engaged and invested in their education. This argument requires
explanations surrounding what makes education enjoyable for students and then explaining
why them shaping their learning environment is more likely to yield such an environment,
than when their learning environment is shaped by adults. You should think about why kids
may be better at knowing what is best for them than other people.

Fostering Critical Thinking and Problem-Solving:

Providing opportunities for students to participate in decision-making can help develop
critical thinking and problem-solving skills. It encourages students to consider different
perspectives and make informed choices. Think about what kind of decisions kids might
make about their classroom, what problems they might encounter, and how them solving
such problems for themselves can enhance their critical thinking and improve their
educational outcomes indirectly. It will benefit you greatly to think about what is unique
about this kind of development, compared to other means of developing the same skills,
such as debating, public speaking, mathematics, or philosophy classes.
Building a Sense of Community:
Proponents often argue that involving students in decision-making processes helps build a
sense of community within the classroom. When students have a voice in shaping the rules
and activities, it fosters a collaborative and inclusive learning environment. To make these
arguments stick, you need to explain why a sense of community is important, why this policy
fosters such a sense of community and unity, and why students who learn to collaborate
around these kinds of questions develop better interpersonal skills.

III. Con Arguments: Educational Structure and Age-Appropriate Decision-Making

Educational Structure and Authority:

Opponents of the policy argue that traditional educational structures are designed to
provide guidance and authority to teachers. Allowing primary school students to participate
in decision-making may disrupt this structure and impede effective classroom management.
For this argument to work, you must explain why the teacher not being the absolute
authority can make it difficult—sometimes impossible—to teach a class effectively, which
diminishes learning outcomes.

Age-Appropriate Decision-Making:
Critics contend that young children may not possess the cognitive maturity to make
decisions that affect the entire class. Decision-making processes could be overwhelming for
some students, potentially leading to confusion and dissatisfaction. There are several
burdens of proof for this argument you need to consider. First, when are students
sufficiently mature to make such decisions, as well as how some students may be at different
developmental stages—especially in primary school—and therefore may not benefit equally
from this kind of policy. Second, you need to prove that these kind of decisions, by virtue of
being majority rules, can harm the students that are most in need of structure and a well-
organised classroom. Third, you must prove that these decisions actually impact the
students’ experience in the classroom. This last point will be easier or harder, depending on
the setup Pro establishes for the debate, so listen to their logic carefully!

Teacher Expertise and Educational Goals:

Detractors highlight the expertise of teachers in designing educational activities and setting
classroom rules. They argue that teachers are better equipped to make decisions that align
with educational goals and standards. To link this argument properly and make its
importance clear to your judges, you need to prove that the design of classrooms is
optimised to benefit students academically and explain why academics are the most
important thing for students to focus on.

Potential for Inefficiency:

Opponents express concerns that involving students in decision-making processes could lead
to inefficiencies and conflicts. Decisions may take longer to reach, and there may be
challenges in achieving consensus among students with varying preferences. Arguments can
lead to lasting fights, dissatisfaction with the classroom setup, and general feelings of
alienation in the classroom. Furthermore, because it can take a lot of time for students to
come to an agreement on how the classroom ought to be managed, this can take away time
to study for important subjects and exams, and can therefore harm the students’ futures.
IV. Conclusion:

This debate has a lot of open questions that require you to consider factors such as “what
are the likely things students will be allowed to decide?” (they probably can’t decide what
subjects they learn or how long they must stay in school, right?), “will students agree or
disagree?”, and “will they make good or bad decisions?”. The better your answers to these
questions are, the easier a time you will have constructing your Pro or Con cases.