This page is designed to support professionals to consider how they gather the views of learners in a meaningful way as individual practitioner and in their establishments. On this page you will find:
Information about the Lundy Model (highlighting key principles on which practice can be based upon).
Reflective questions to consider when embedding the Lundy Model in your individual practice/establishments.
Information and guidance on four methods for gathering the views of learners.
Further reading and resources related to gathering the views of learners.
The Lundy Model of child participation was developed by Professor Laura Lundy (2007). This model can be used to conceptualise Article 12 of the UNCRC and the right to participation for Children and Young People (CYP). Focusing on these principles (rather than the use of one specific tool) can help to ensure that the views and lived experiences of CYP shape educational planning and decision-making in a meaningful way.
The principles in order are:
Space - It is important to ensure that CYP have the opportunity to share their views in a safe and inclusive environment.
Voice - CYP require adequate information and support to be able to express their views meaningfully.
Audience - It is important to ensure that when a CYP shares their views, the right people are listening. These must be people who can act on the information shared to support decision-making.
Influence - The views of CYP must be taken seriously and be acted on whenever possible in line with Article 12 of the UNCRC.
Diagram outlining the four principles of the Lundy Model of Child Participation based on Lundy (2007)
Explore the sections below for each principle to find questions which will help you to explore how to embed them in your practice and establishments.
Questions to consider:
Will the views of the CYP be sought?
How many opportunities will the CYP be given to share their views?
What steps will be taken to ensure the CYP will feel safe and comfortable to share their views?
Is there a safe space for the CYP to share their views freely and without judgement? What does this space look like for the individual?
Questions to consider:
Will you seek informed consent from the CYP? And will they know that they can opt out of taking part?
Does the CYP have enough information to form a view on the topic(s) you will be exploring with them?
Will you give the CYP a choice in how they express their views through a variety of different methods?
Will you give enough time to this task to ensure the topics can be adequately explored?
Are the methods you plan to use developmentally appropriate and engaging for this CYP?
Questions to consider:
Will the audience have the power to influence decision-making?
Is there a process in place for ensuring the views of the CYP are communicated to the relevant people effectively?
Will you inform the CYP to ensure they know who their views will be shared with and what will happen after?
Questions to consider:
Did the decision-makers consider the views of the CYP?
When and how will the CYP see the impact of their participation?
What feedback did the CYP receive in relation to how their participation influenced change and the rationale for decisions made?
Information and resources are provided for four key methods of gathering the views of learners. However, it is important to remember the principles of the Lundy Model detailed above in how you plan for and gather these views to ensure it is meaningful and impactful. Some tools for gathering the views of learners can come at a cost, the methods suggested below would allow you to gather views quickly, meaningfully, and by using existing resources in your setting.
This tool was developed by Glasgow City Council's Educational Psychology Service. It can provide quantitative data on learner wellbeing which can be used to triangulate other assessment information. It is formed of 20 questions related to the SHANARRI indicators as well as key psychological needs underpinning motivation according to the Self Determination Theory (Ryan & Deci, 2000) which are Autonomy, Affiliation, and Agency. This tool can be used at a whole-school/whole-class or individual level and helps to identify areas of strengths and for development. To access the GMWP, visit the Education Scotland website link here.
The Mosaic Approach is a multi-method approach used to explore a young child's world with them. It can be adapted to be used by other groups of children. Each method used in the approach contributes to the overall picture of the child's lived experience; observations, interview, tour, photography, map making, or role-play can be used to gather different voices. Click here for more information about this.
Person-Centred Planning (PCP) tools allow professionals to include learners in planning and decision-making in a methodical way. They can be used to ensure that education is meeting the needs of each learner, recognising that each has a unique style of learning, communicating, building relationships, and making decisions. Click here for more information including how to use three types of PCP tools (One-Page Profile, MAP, & PATH).
Talking mats can be a useful tool for gathering the views of learners, particularly those who have communication barriers. Visuals of familiar activities can be organised under simplistic headings to identify a learner's likes and dislikes. Click here for more information on how to use this approach.
In this video, Professor Laura Lundy explains the rationale for creating the Lundy Model and the impact it can have in practice.
UNICEF have created a tool which can be used by professionals to reflect on how they can embed the principles of the Lundy Model in their practice/settings. Click here for more information and to download this tool.
The Highland Council Educational Psychology Service have created guidance and a toolkit for gathering the views of learners which can be accessed by clicking here.