This week I
spent some time talking to the Schools' Parliament. Schools across
Liverpool elect representatives who meet to discuss issues from
across the City, collectively they form the Schools' Parliament.
There is a lower house for pupils from infants school, and an upper
house for pupils from junior schools. The two houses are supposed to
feed in to the Council's planning for the year, especially in areas
relating to young people. On Wednesday I worked with some junior
school pupils on the things they would like to see the Council do in
the coming year.
The Schools Parliament had achieved some pretty impressive things in recent years, including successfully lobbying the Council for a young persons' bus pass. Furthermore, the issues the pupils came back with were better formed than I would have previously assumed. The most pressing concern for many of the pupils was the number of homeless people in the City, after a bit of prodding the pupils thought this was possibly down to lack of affordable rented housing in Liverpool; although one year 8 thought it was the deficit to blame, which seemed to be a very nuanced answer for a 12 year old. The other issues that pupils came back with were; youth unemployment, lack of things to do, poor transport and lack of mental health provision in school. As this activity continued it quickly became apparent that students' unions aren't alone in some of the issues we campaign for, and we could involve schools more. Surprisingly many of the pupils had an NUS card.
NUS in future years could well seek to extend its reach further in to schools. In years gone by it would have seen inconceivable that NUS would have worked with colleges so successfully, it would have seemed even more unlikely that NUS would begin work with student apprentices. Working with schools with present issues, school pupils lack much free time due to 9-5 scheduling, they lack independent governance structures and schools are generally underfunded in setting up schools councils, relying on already overstretched teachers to give up their free time. This is not to say students' unions could not help to alleviate some of these barriers.
Where students' unions could provide more support is in helping schools' councils develop a level of independence from their school. There is scope for Officers and Staff to work with pupils on developing skills they would need in order to run their own student council; public speaking skills, chairing meetings, writing an agenda etc. This would help develop pupils skills which will serve them later in life, as well as helping pupils develop an independence of thought that will allow them to serve as that 'critical friend' to their school. There are so many possibilities in helping to develop schools councils. Offering local pupils the chance to do work placements, offering free room space, running debates with students on schools councils, and generally being a place for advice and guidance could all help student councillors develop.
In supporting school pupils to run their own governance structures we amplify the voice of young people in the city in which we live. There are no doubt a number of challenges, and the function and purpose of schools councils are by no means always clear. With time and the right levels of support schools could be the next place that NUS can exert and influence, and represent on a national scale.
The Schools Parliament had achieved some pretty impressive things in recent years, including successfully lobbying the Council for a young persons' bus pass. Furthermore, the issues the pupils came back with were better formed than I would have previously assumed. The most pressing concern for many of the pupils was the number of homeless people in the City, after a bit of prodding the pupils thought this was possibly down to lack of affordable rented housing in Liverpool; although one year 8 thought it was the deficit to blame, which seemed to be a very nuanced answer for a 12 year old. The other issues that pupils came back with were; youth unemployment, lack of things to do, poor transport and lack of mental health provision in school. As this activity continued it quickly became apparent that students' unions aren't alone in some of the issues we campaign for, and we could involve schools more. Surprisingly many of the pupils had an NUS card.
NUS in future years could well seek to extend its reach further in to schools. In years gone by it would have seen inconceivable that NUS would have worked with colleges so successfully, it would have seemed even more unlikely that NUS would begin work with student apprentices. Working with schools with present issues, school pupils lack much free time due to 9-5 scheduling, they lack independent governance structures and schools are generally underfunded in setting up schools councils, relying on already overstretched teachers to give up their free time. This is not to say students' unions could not help to alleviate some of these barriers.
Where students' unions could provide more support is in helping schools' councils develop a level of independence from their school. There is scope for Officers and Staff to work with pupils on developing skills they would need in order to run their own student council; public speaking skills, chairing meetings, writing an agenda etc. This would help develop pupils skills which will serve them later in life, as well as helping pupils develop an independence of thought that will allow them to serve as that 'critical friend' to their school. There are so many possibilities in helping to develop schools councils. Offering local pupils the chance to do work placements, offering free room space, running debates with students on schools councils, and generally being a place for advice and guidance could all help student councillors develop.
In supporting school pupils to run their own governance structures we amplify the voice of young people in the city in which we live. There are no doubt a number of challenges, and the function and purpose of schools councils are by no means always clear. With time and the right levels of support schools could be the next place that NUS can exert and influence, and represent on a national scale.
