“The school trusts that students can change the world”: A study of schools that work for social justice

Abstract

This research article presents the results of a study that sought to identify the characteristics of schools that work to promote a more just society from the perspective of students. To do so, the discussion group was used as a methodological approach. Discussion groups were developed with students from four Secondary Education Institutes of the Community of Madrid (Spain), which are highly heterogeneous centers in relation to their socio-economic and cultural composition. The results indicate that students positively value multiple aspects of their school, such as the way in which they integrate without making differences, the trust that teachers place in them, the participation of all the members of the school community and the possibility that they have to express their ideas and concerns.