Many voices disagree, arguing that students are not mature enough. However, plenty of examples show otherwise, such as Escola da Ponte in Portugal, where the development of the curricula is undertaken in learning workshops, attended voluntarily by students that learn how to self-regulate their learning process, supervised by teachers trained in active methodologies. The school is mainly governed by the weekly assembly organized and totally run by students – a successful experience for over the past 30 years.
Plenty of other examples, from kindergarten to college across the world, are disseminated in UNICEF's Child and youth participation resource guide, such as the School Councils, a portal offering resources on establishing and running school councils, and Fletcher's Meaningful Student Involvement Resource Guide and Meaningful Student Involvement: An Idea Guide.
Even if students' participation is restricted to certain age groups in some countries such as Greece and missing totally in many others (in spite of the legal basis offered by The United Nations Convention on the Rights of the Child), the fact is that good practices, showing the advantages of student participation from the earliest possible age can neither be neglected nor devalued.
To what extent opposing and underestimating students' participation in school reinforces the reproductive function of the school and prevents social justice from being enacted in everyday school life?