Programs offering the highest levels of active student participation are those aimed at generally improving the school environment (Restorative Justice and SEHER), suggesting broad, systemic scope favors student decision-making roles¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q1–q2
Currency · newest study 2023 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Restorative Justice and SEHER included all but one of the Very High or High ASP activities, while other programs usually provided only one or two of them. → Sara Berti 2023 q1 i? The authors tentatively advance that broad study scope and a systemic theoretical approach lead interventions to center on giving students a voice and decision-making roles. → Sara Berti 2023 (2)

Evidence¶

Sara Berti 2023¶

Sara Berti, Valentina Grazia, Luisa Molinari. (2023). Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09773-x

q2 · i? · review · r2

Qualitative cross-program comparison from the review's analysis of coded activities (Table 5). The two climate-focused programs concentrated the highest-ASP activities; the authors describe the inference as tentative, not a tested effect.

"the interventions based on the highest levels of ASP are those aimed at generally improving the school environment, i.e., the Restorative Justice and SEHER programs. These programs included all but one of the activities defined as Very High ASP or High ASP, while all other programs usually provided only one or two of them."

Sara Berti 2023 (2)¶

Sara Berti, Valentina Grazia, Luisa Molinari. (2023). Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09773-x

q1 · i? · review · r2

Authors' interpretive conclusion (type e) drawn from the activity coding, explicitly hedged as tentative. It supports the review's argument for whole-school interventions targeted at the general learning environment rather than specific problems.

"On the basis of this result, we tentatively advance that when the study scope is broad and the theoretical approach is systemic, interventions are more directly centered on lending a voice to students and assigning to them a decision-making role."

Discussion¶

Related Claims¶

• Included whole-school ASP interventions concentrate on violence prevention (especially bullying), while promoting a positive emotional and relational school climate is the least investigated focus — related
• Experts report there is neither a clear definition nor a widely accepted model of restorative justice in schools — related
• Shifting to restorative practices reduced exclusionary discipline and its racial disparities while improving climate and achievement — related
• Restorative practices reduce exclusionary discipline and misbehavior and improve school climate, safety, and achievement, though implementation requires sustained investment — related
• Schools implementing restorative justice report decreases in exclusionary discipline such as suspensions and expulsions — related
• Denver Public Schools' restorative justice reforms coincided with falling suspension rates and a narrowed Black-White suspension gap — related
• SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed — related
• Very few whole-school interventions in secondary schools solicit active student participation: only 22 reports, 16 studies and 13 programs met the review's inclusion criteria — related