Use the ASP level scale to design and select whole-school intervention activities according to research focus and aims¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review recommends that researchers and practitioners use its graded ASP scale as a planning tool when designing whole-school interventions. The authors write that the scale "advances a way to develop and organize interventions fostering different levels of ASP activities, to be selected on the basis of the research focus and aims," and that it introduces "some degree of clarity and order in the great variability of program activities." Because the in-depth description shows that not all forms of participation are equal, the tool allows designers to deliberately choose whether students act on school policies, organize events, express views, or complete structured tasks. The review also suggests implementing more programs fostering ASP to improve school climate and learning environments generally.

Design Implications¶

Context¶

Requirements¶

• A qualitative analysis of the student role in each planned activity, to assign it an ASP level

Constraints¶

• The scale was developed from secondary-school whole-school interventions aimed at the overall student population and school climate; applicability to specific subgroups or skill-targeted programs was outside the review's scope

Target Learners¶

• secondary school students

Target Learning Goals¶

• student participation in school decisions and activities
• positive school climate

Affordances¶

• Asp Five Level Participation Scale

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 [+W]
• 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 [+M]
• 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 [+W]

Related Strategies¶

• Integrate multiple strategies in a context-based and community-involved approach to reverse violence and promote peace

Examples¶

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Key Sources¶

• 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