Primary school pupils in Malta and their right to be heard

Abstract

This dissertation explores the fundamental aspect of the right to be heard among primary school pupils in Malta. Acknowledging the significance of children's voices in educational settings, the study endeavours to illuminate the extent to which young learners are afforded opportunities to express their thoughts, opinions, and concerns about decisions that affect them within the classroom. Through a mixed-methods approach, the research combines questionnaires and interviews to gather data from a diverse sample of year 5 and year 6 primary school pupils in Malta. Both questionnaires and interview are carried out in two of the three sectors of Maltese education. These are state and church schools. The questionnaires are designed to assess the prevalence and quality of opportunities for pupils to voice their perspectives within the school environment, while interviews offer an in-depth exploration of their experiences and attitudes toward this right. Ascertaining the views and experiences of primary school pupils regarding their right to be heard holds immense importance for educational policymakers, school administrators, teachers, and parents. The findings of this research will contribute valuable insights into the existing practices and challenges pertaining to the realization of this crucial right in the Maltese educational landscape. By amplifying the focus on children’s voices and providing a platform for their perspectives, this dissertation strives to advocate for the meaningful inclusion of pupils' opinions in decision-making processes at the primary school level. Ultimately, it aims to empower young learners, enhancing their sense of agency and participation in matters that directly affect their educational journey.