Act together

In an era when democratic societies face the challenge of coexistence among different cultures and civic sense seems to be under pressure, a natural question arises: how can we pass on to young people the civic values necessary to keep communities united? A recent study published in the American Economic Journal: Economic Policy attempts to answer this, showing how a pedagogical intervention based on the direct involvement of students in choosing and carrying out joint projects can have very positive effects on behavior and civic education.

The study, conducted in France, Spain, and Greece, involved about 6,200 students from over 200 middle schools, randomly assigned to two groups: one that participated in a pedagogical program called ACT (Active Citizenship Program), and a control group that continued with traditional teaching. Teachers in the ACT schools also received specific training to guide students democratically in selecting projects on relevant social topics such as the nation, social inclusion, and cultural diversity.

The results were remarkable. By the end of the school year, students in the ACT program showed a significant reduction in unexcused absences and major disciplinary actions, such as suspensions for violence or disrespect toward peers and teachers. But the benefits went further: academic performance also improved, not only in subjects related to the project but in others as well. It’s as if the “doing together” approach created a virtuous circle, strengthening students' sense of belonging and responsibility toward school, with positive effects across learning areas. Another important result concerns social relationships. ACT students broadened and diversified their network of friendships compared to peers in the control group. They opened up more to classmates of different gender, social, or cultural backgrounds—likely because the projects required them to work in diverse small groups, encouraging cooperation and interaction among different individuals.

Moreover, the participating students showed greater civic awareness and stronger willingness to engage socially and politically. A concrete example: they participated in the global climate strike significantly more than students in the control group. This suggests that learning and practicing democracy at school can stimulate more conscious and active participation in society. Finally, the most interesting element, in my view, concerns the role of teachers. Not all achieved the same results: those already highly engaged in school life were the most effective in promoting civic behaviors and developing students' sense of responsibility. This highlights that a good teaching method alone is not enough—motivated and prepared teachers are essential for managing participatory educational paths. However, it must be noted that schoolteachers carry out important and demanding work, and yet, at least in our country, they continue to be underpaid and face long periods of precarious employment. Often, their motivation lies in passion and the satisfaction of seeing their students grow, rather than in any meaningful financial reward.

This international experience therefore points to a clear path for schools that aim to be real "laboratories of citizenship": educating for democracy doesn’t mean just talking about it in class, but living it through hands-on projects chosen and carried out by the students themselves. This approach, however, inevitably relies on the same intrinsically motivated teachers. It would therefore be desirable to recognize and adequately reward their commitment.

NP April 2025
Pierluigi Conzo