This research study explores the impact of pupil councils on behaviour and exclusions from school.

The question to be answered was whether giving pupils a voice in the running of the school would help to promote inclusion and reduce the behaviour problems that led to fixed-term or permanent exclusions from school.

The aim was to generate examples of good practice as well as identifying possible watchpoints with regard to power-sharing.

The study of ten state schools has demonstrated that school councils can have an effect on pupil exclusion/inclusion. School councils convey the powerful message that:

• children are listened to and are treated with respect;
•  children should 'look out' for each other and be able to express grievances;
•  problems can be sorted out.

Overall, the report recommends school councils or circle time as being a particularly significant part of the raft of measures a school takes to promotes a sense of ownership, and therefore inclusion, in a school. The report also concludes that a school council may be one of the most cost-effective ways of recognising pupil potential.

The Student Services Manager of a suburban comprehensive summed up why they had a school council:

"It's saying to the student body , you are the most important people in the school."

The author, Professor Lynn Davies, is Director of the Centre for International Education and Research at the School of Education, University of Birmingham.

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