Peer-reviewed article
Child participation in South African primary schools: How useful is the Lundy model?
Kelly A. Long, Carolyn Grant ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how the Lundy model of child participation can help primary school learners in South Africa express their views and influence decisions affecting them. Researchers conducted consultation sessions with Grades 2–4 learners at an NGO in the Eastern Cape, followed by feedback sessions five months later. The Lundy model was found to provide a useful framework for increasing child participation, though adjustments are needed regarding space, audience, and the teacher's facilitating role. The findings suggest potential for expanding the approach to include more collaborative and child-led participation.
Key points
- The Lundy model provides a useful framework for increasing child participation in primary schools
- Eight consultation sessions with Grades 2–4 learners were conducted, with feedback sessions held 5 months later
- Further deliberation is necessary around choices related to space, audience, and the facilitating teacher's role
- Despite South African legislation recognising child rights, learner voice and participation in school-level decision-making remains limited
- Future work aims to expand beyond consultative participation to include collaborative and child-led participation
Limitations
This was a pilot CPD initiative with limited scope (one NGO, Grades 2–4 only) and does not provide quantitative evidence of impact on learner outcomes or institutional change. The study identifies the Lundy model as useful but does not compare it with alternative participation frameworks or measure lasting effects on school decision-making.
Abstract
Background: The concept of ‘learner voice’ has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making. Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape. Method: A consultative participation approach was adopted with Grades 2–4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded. Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary ‘with’ learners around choices related to space, audience, and the alternative ‘hat’ of the facilitating teacher. Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation. Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Application of the Lundy model of child participation through consultation sessions with primary school learners, followed by feedback sessions
- Population
- Grades 2–4 learners at GADRA Education, an NGO in Makhanda, Eastern Cape, South Africa
Key finding
The Lundy model provides a useful framework for increasing child participation in primary schools
Long et al. · OpenAlex · 13 May 2024