This case study of youth involvement in public decision-making is one of several done for Health Canada by the Canadian Association for School Health. To return to the beginning of Selected Case Studies of Youth Involvement in Public Decision-Making click here.

For the second consecutive term, a student has been elected as a regular school trustee by the community of Richmond, British Columbia. Since 1993, the community has been served by a young person who is a full-time student at the same time as serving as a school trustee. The young person was elected as part of a slate of candidates, a normal electoral practice in BC. This election and the role played by the youth reflects a community consensus and a shared purpose among education professionals in the school district that young people have much to offer to the school system and the community. The young person operates as a regular trustee. While obviously supportive of student concerns, the person is not designated as a representative of youth, nor does he assume that role of speaking on behalf of youth. Indeed, his mandate, as he and others perceive it, is to represent the entire community.

This example perhaps reflects an excellent way in which youth can participate in public decision-making. Elected by the entire community, recognized as valuable by a majority of electors, this trustee and the young person who preceded him, have persuaded the community and the staff of the value of youth participation. While it is difficult to attribute a direct relationship, the election of youth as school trustees is reflective of a community that has student representatives on all board committees in the same way as teachers, administrators or parents. It is also a community that has elevated the role of high school student councils above that of simply organizing social activities and be consulted on school discipline policies. It is also a community where the activities of elementary students' councils are accelerating rapidly in their development.

A.     Basic Descriptive Data

The Purposes/ Goals are Implicit, but Clear

Two young people have elected by popular mandate because those youth sought change and ran for office. The expected outcomes for this type of participation would include a general one, that youth influence over policy would be enhanced.

A School District History of Involving Youth

There are a variety of youth advisory activities in school district. The school student councils are active at all levels. The district has made students one of the "stakeholders", a status seen as being equal to that of teacher organizations, parent groups and administrators associations.

The Youth Leaders are not Typical of the Audience, but do not Seek to Speak Directly for Them

The two youth school trustees who have been elected in Richmond might be characterized as "young achievers". A key point to note is that the current youth school trustee does not see himself as representing only youth. He strives to represent all of the community. He also notes that several school trustees bring equally valid credentials to speak on behalf of youth, either through their own experiences with students, their children or other sources.

Assigned Resources to the Young School Trustees are Equal to Others

Each trustee has access to a designated budget, office space, travel expenses etc.

The Election of Youth to the School Board may be Sustainable

Since there appears to be a willingness of the community to elect young school trustees in two elections, it may be possible to continue this trend, if a young person steps forward each time. However, the young school trustee noted that being a school trustee is a very significant commitment of time and the responsibility is great. The previous young school trustee did not encourage the current person to run, but was supportive after the decision was made. The climate in the school district may be able to sustain such a tradition as well. Students are often seen organizing parent nights, doing presentations to the school board meetings and other similar advocacy activities.

The Richmond Policy Framework Supports Youth Involvement

The formal written policy statements about youth participation in Richmond are extensive. They include guidelines for schools as well as procedures that encourage student presentations to the school board.

There are no particular staff assigned to support the young school trustee, but support has come from the Superintendent and the Secretary-Treasurer of the school district.

B.     The Level of Participation

Using the CMHA definitions, this type of involvement is best called developmental in that the duration is at least three years and there is a structural element in having a student trustee on the school board. There could be a spin-off into creating a networking model whereby the young school trustee and other school trustees are able to create and sustain a network of student organizations and active students within the school district. This appears to be happening.

C.     The Roles Assigned to Youth

The roles assigned to the young school trustees are those typically assigned to all school trustees. Sitting and chairing committees, visiting a designated set of schools regularly, attending meetings of the Board, and representing their constituents.

D.     The Quality of the Process

The Young Person Modified the Way he Speaks out after his Election.

During the election campaign, the young school trustee did not feel safe to speak because some people in the community challenged his legitimacy because of his youth. Consequently, there was pressure to prove himself in various ways. However, after the election, this disappeared immediately. The other members of the school board did not challenge his right to participate equally in any way.

It is not his Role to Identify Student Concerns

The young school trustee does not feel it is his role, any more than any other school trustee, to identify "youth concerns". The entire Board is trying to raise the profile and status of students in the decision-making process, so the young school trustee speaks like others on the issue, but not solely on this issue.

The Board is trying to enable students to speak for themselves, rather than identifying others who will speak on their behalf.

Many Barriers were Already Reduced because of the Previous Young School Trustee

The youth does not feel that many barriers to his or to youth participating had to be overcome because many had been eliminated by the previous young school trustee. Adults in the district see youth as a resource in decision-making at the School Board level.

The enabling resources and access granted to a regular school trustee have been sufficient.

The resources granted to all school trustees (training by the BCSTA, orientations and retreats by the Board etc.) have been adequate to enable the young school trustee to be effective.

The slate of candidates welcomed his decision to run for office. The young trustee knew one of the school trustees, and sought her advice before deciding to run for election. She has continued to act as his mentor at the Board. Senior staff have been very helpful and have been committed to youth participation in general.

Accountability is to the Whole Community

The young school trustee feels accountable to the entire community. Youth representation is being encouraged through the Student Council structures and the formation of a "Presidents' Council of student leaders within the school district.

Adults are Willing to Help, but the Youth is Prepared to Speak Out

The adults at the Board have been willing to provide guidance with procedures and jargon to facilitate the participation of the young school trustee. However, he feels it is a "test of character" to not allow anything to go by him that he does not understand. He will ask speakers to explain acronyms or terms to him.

E.     Evidence of Impact

Although the young school trustee is cautious about attributing change directly to the presence of young school trustees on the School Board for five years, there are some changes that have occurred.

The CAPP curriculum, the health and personal development program in BC, has been reviewed by the students.

Changes to the high school structure has freed up guidance counsellors to be more active in student life and school programs. Prior to this, they were more limited to academic advising roles and time tabling.

Student Councils have become more active and even the elementary school Student Councils are playing more of a role in advising teachers on programs.

The President's Council (of student leaders) are co-chairing a big workshop next fall. This indicates the enhanced status of student representatives in the system.

Students are more visible in leadership roles within schools and at School Board Meetings. Students now do not hesitate to make presentations to the School Board.