The Level of School Participation of Children in the Transylvanian Territory: An Exploratory Analysis Within a Whole School Approach Framework

Abstract

School is not only a setting for disciplinary knowledge transmission but also a formative environment in which children practice civic values, develop social responsibility, and engage in everyday forms of participation. Research at the European level indicates that although children demonstrate growing awareness of their rights, their involvement in decisions affecting school life remains limited, as highlighted in The Europe Kids Want initiative (2019). Similar trends appear in Romania, where the Youth Barometer Survey (2022) reports persistently low levels of civic engagement among students. This study explores the school participation of primary pupils in the Transylvanian territory through the conceptual lens of the Whole School Approach (WSA). A 13-item questionnaire was administered in 2025 to 1,893 pupils aged 8–10, investigating their perceptions of rule usefulness, conflict-resolution practices, and opportunities for dialogue in classroom and school contexts. The analysis focuses on how pupils’ everyday experiences reflect school-wide patterns of participation and the extent to which these experiences align with the core dimensions of a democratic WSA environment. Findings offer an exploratory overview of children’s views on rule adherence, self-regulation during interpersonal conflicts, and the degree to which they feel their voices are heard at school. By situating these insights within a WSA framework, the study highlights participation gaps experienced by young pupils in Transylvania and underscores the importance of coherent, school-wide strategies aimed at strengthening meaningful student engagement in democratic school life.