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Socialising at schools: for an inclusive and participatory education fostering democratic values

Doc. 16314: compendium of written amendments | Doc. 16314 | 28/01/2026 | Final version

Contents

A Draft Resolution
B Draft Recommendation

Compendium index

Amendment 1 Amendment 2 Amendment 3 Amendment 4 Amendment 5 Amendment 6

Caption: AdoptedRejectedWithdrawnNo electronic votes

ADraft Resolution

1The Parliamentary Assembly is of the firm view that education is a fundamental pillar of democracy. Schools bring together people of different ages, backgrounds and disciplines to a degree that is only found in a few other community spaces. They are not just places for academic instruction, but also spaces where children and young people can participate as community members, engage in co-operative learning, develop social skills and attitudes such as critical thinking and empathy, learn about democratic values, respect and value diversity.

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Mr Bob De BRABANDERE, Ms Victoria TIBLOM

Votes: 28 in favor 33 against 1 abstention

In the draft resolution, replace paragraph 1 with the following paragraph:

"The Parliamentary Assembly is of the firm view that education is a fundamental pillar of democracy. Schools bring together people of different ages, backgrounds and disciplines to a degree that is only found in a few other community spaces such as family networks. Schools are not just places for academic instruction, but also spaces where children and young people can participate as community members, engage in co-operative learning, develop social skills and attitudes such as critical thinking and empathy, learn about democratic values, and respect and value diversity. This work begins within the family and continues through collaboration between schools and parents, recalling the subsidiarity principle with regard to the primary role and responsibility of parents in the education of their children."

2As a mirror of society, schools are however confronted with increasing challenges in fulfilling this democratic role. While diversity enriches school environment, it can also present complexity in building shared values and mutual understanding. Discrimination, racism, bullying and exclusion remain common in many school settings, making it difficult for students from different backgrounds to form meaningful connections. Excessive social media exposure reduces face-to-face interaction, can present young people with disinformation fuelling harmful biases and stereotypes about others, can deepen a sense of isolation and anxiety, and undermine self-confidence, particularly among adolescents who struggle with online validation and peer pressure.
3Moreover, the Assembly expresses real concern for the situation and well-being of teachers across Europe. They are severely affected by budgetary cuts in the education system, lack of human resources, a lack of voice in education governance, inadequate pay and recognition for their work. These factors lead to heavy workloads, large class sizes, poor working conditions and lack of resources for creative and innovative work with students. Many teachers also lack appropriate professional and psychological support. These cumulative constraints bear a heavy toll on the well-being of teachers and consequently on the quality of teaching.

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Mr Bob De BRABANDERE, Ms Victoria TIBLOM

Votes: 27 in favor 34 against 1 abstention

In the draft resolution, at the end of paragraph 3, insert the following sentence:

"Given their complementary roles in the education of children, and sharing the workload of the teachers, there is therefore a relevant need for teachers to support and be supported by parents."

4In many educational contexts, there is a significant gap between the democratic values and respect for diversity which are explicitly promoted in curricula and the actual experiences students live within traditional school cultures often marked by authoritarian, hierarchical, or even xenophobic dynamics. The deepest and most lasting learning does not occur solely through declared content, but above all through everyday experiences within the school community. The Assembly therefore emphasises that educational environments should reflect the values they aim to transmit so that students not only study democracy but also experience it through real practices of participation, deliberation, shared responsibility, and social justice. Processes of transformation in school culture should be promoted to prioritise coherence between educational goals and the means used to achieve them, ensuring that every space, relationship, and decision within the school becomes an opportunity to live democratic principles in action.
5Given the alarming context of a global democratic decline, the Assembly emphasises that learning and practicing democracy should be a core political priority in the education system, with the aim of helping young people to gain trust in democracy and engage in democratic citizenship. Referring to the Council of Europe Education Strategy 2024-2030 and the initiative of the Secretary General to launch a New Democratic Pact for Europe, the Assembly urges member States to prioritise education and make the necessary investments. Policies are required to ensure that schools have the necessary flexibility to respond to today’s challenges, not only in terms of adapting curriculum and methodologies but also in modelling democratic, inclusive, and participatory values and practices within schools.
6The Assembly therefore recommends that member States of the Council of Europe:
6.1concerning education policies:
6.1.1consider education a political priority aiming to strengthen democratic resilience in society and undertake a strategic policy review, in line with the Council of Europe Education Strategy 2024-2030 based on three pillars: renewing the democratic and civic mission of education; enhancing the social responsibility and responsiveness of education; and advancing education through a human rights-based digital transformation;
6.1.2develop comprehensive policies to ensure that schools can integrate socialisation, inclusion and well-being as core objectives, alongside academic achievement; introduce flexible curriculum as a key factor to promote inclusive education, allowing teachers to adapt content and respond to different needs; and provide opportunities for active and meaningful participation of students within school governance and in their communities;
6.1.3where appropriate, adopt legislation to promote harmonious living together in schools and prevent bullying; and consider regulating the use of smartphones at school and introducing an age limit for access to social media;

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Mr Bob De BRABANDERE, Ms Victoria TIBLOM

If adopted, amendment 6 falls.

Votes: 26 in favor 34 against 1 abstention

In the draft resolution, replace paragraph 6.1.3 with the following paragraph:

"notwithstanding that the best prevention happens at home, and that therefore the education and role of parents should be considered first, where appropriate adopt legislation to promote harmonious co-existence in schools and prevent bullying; and consider regulating the use of smartphones at school and the introduction of a minimum age for access to social media."

Explanatory note

This amendment reflects FAFCE’s emphasis that effective prevention of online harm begins at home, where parents are the first educators and protectors of their children.

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Ms Victoria TIBLOM

Falls if amendment 5 is adopted.

In the draft resolution, replace paragraph 6.1.3 with the following paragraph:

"notwithstanding that the best prevention happens at home, and that therefore the education and role of parents should be considered first, where appropriate adopt legislation to promote harmonious co-existence in schools and prevent bullying; and consider regulating the use of smartphones at school and the introduction of a minimum age for access to social media."

Explanatory note

This amendment reflects FAFCE’s emphasis that effective prevention of online harm begins at home, where parents are the first educators and protectors of their children.

6.1.4adopt a learner-centred and human rights-based approach to education, with special attention to vulnerable learners including migrant children and children with special education needs, by broadening the concept of inclusive education to focus on students’ needs, talents, abilities and interests, rather than on their perceived limitations;
6.1.5integrate age-appropriate education for democratic citizenship as a distinct compulsory subject and incorporate competences for democratic culture in other relevant subjects during all stages of formal education;
6.2concerning methodologies:
6.2.1promote student-centered and interactive pedagogies and co-operative learning in small groups, acknowledging cultural differences and multiple identities among learners in a class and making use of the Council of Europe Reference Framework of Competences for Democratic Culture;
6.2.2introduce socio-emotional education to promote students’ well-being, prevent mental health problems, increase social cohesion and provide support for students’ personal and societal development;

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Mr Bob De BRABANDERE, Ms Victoria TIBLOM

Votes: 21 in favor 34 against 5 abstentions

In the draft resolution, replace paragraph 6.2.2 with the following paragraph:

"bearing in mind that parents are those who are mainly responsible for the education and welfare of their children, introduce socio-emotional education to help parents promote students’ well-being, prevent mental health problems, increase social cohesion and provide support for students’ personal and societal development. The family thus becomes the foremost societal asset to prevent and recognise mental health issues, and is therefore a key partner of the school system."

Explanatory note

This amendment reflects the fundamental role of families as the primary educators and the first environment where children’s best interest and human development are nurtured.

6.2.3aiming at zero tolerance to bullying, develop school programmes for the prevention and participatory resolution of conflicts through mediation, ways to disagree respectfully, peer support and restorative justice;
6.2.4offer students a wide range of complementary activities and clubs (artistic, sportive, environmental, etc.) that encourage socialisation around their interests; and create opportunities for democratic participation in schools and their communities (student councils, debate clubs, community-based projects);
6.2.5advance digital responsibility and media and information literacy, using a curriculum framework for digital citizenship education, as developed by the Council of Europe (DCE Planner); connect physical, social, and digital learning spaces, sharing a common vision of inclusion, democratic citizenship, respect for diversity, well-being and learning;
6.2.6foster active participation and participatory governance in schools by involving educators, learners and parents in developing a “whole school democratic culture” which is based on a holistic values-driven and community-focused approach, building trust and participation in communities through education; partnerships with external associations and specialists may provide added-value;

28 January 2026

Tabled by Mr José María SÁNCHEZ GARCÍA, Mr Martin GRAF, Mr Paweł JABŁOŃSKI, Mr Rónán MULLEN, Mr Bob De BRABANDERE, Ms Victoria TIBLOM

Votes: 25 in favor 34 against 2 abstentions

In the draft resolution, replace paragraph 6.2.6 with the following paragraph:

"foster active participation and participatory governance in schools by involving educators, learners and parents in developing a 'whole-school democratic culture' which is based on a holistic values-driven and community-focused approach, thereby building trust and participation in communities through education. Partnerships with external associations, like family associations and specialists, may provide added value, as stronger alliances between families and schools will prove instrumental in preserving democratic values."

Explanatory note

Parents and families are the first and most important educators of their children and therefore strong partnerships between families and schools are essential.

6.3concerning measures to create a supportive and enabling environment for teachers:
6.3.1strengthen initial and ongoing teacher training on the topics of socialisation, inclusion, socio-emotional education, active participation, conflict prevention and resolution, and co-operative learning;
6.3.2include the competences for democratic culture as described in the Reference Framework of Competences for Democratic Culture in teacher education and vocational training;
6.3.3expand teachers’ opportunities for professional exchange and development and provide a range of teaching resources and guidance; guarantee free access to virtual learning environments and to open educational resources;
6.3.4promote shared processes of inquiry and collective reflection on one own’s practice so as to break the continuity between teachers’ past experiences as students and the critical construction of their professional identity and to reinforce a culture of teaching practice aligned with democratic values, social justice, and collaborative learning.
7Furthermore, the Assembly calls for strengthened international co-operation to uphold the democratic role of education and invites the European Union, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) to co-operate closely with the Council of Europe to provide coherent and complementary guidance to member States.

BDraft Recommendation

1In response to a global democratic decline and referring to its Resolution… (2026) “Socialising at schools: for an inclusive and participatory education fostering democratic values”, the Parliamentary Assembly underlines that learning and practicing democracy should be a core political and educational priority in Europe today to help young people engage in democratic citizenship.
2In this context, the Assembly upholds the decision of the Council of Europe Ministers of Education to set new priorities and actions to implement the Reykjavik Principles for Democracy by endorsing the Council of Europe Education Strategy 2024-2030. The strategy focuses on three pillars: renewing the democratic and civic mission of education; enhancing the social responsibility and responsiveness of education; and advancing education through a human rights-based digital transformation.
3Moreover, the initiative of the Secretary General to launch a New Democratic Pact for Europe to engage and support member States in strengthening democratic resilience in Europe is timely. The Assembly considers that building more resilient and responsive education systems should be a key component of this process. The political commitment of member States will be crucial in placing education as a priority, allocating resources and developing policies that enable schools to respond to multiple societal and democratic challenges, and become places where democratic, inclusive and participatory principles can be learned and practiced.
4Teachers and school leaders are central to this process, which is grounded in a democratic whole-school culture, and which needs to be widely developed and used within the European Space for Citizenship Education. The Council of Europe provides valuable guidance and practical tools for educators such as the Reference Framework of Competences for Democratic Culture and experiences from past projects such as “Democratic and Inclusive School Culture in Operation” and “Free to Speak – Safe to Learn. Democratic Schools for All”. Moreover, the 2025 European Year of Digital Citizenship Education offers a useful platform to exchange experiences and access resources and innovative practices in digital citizenship education.
5In this context, the Assembly recommends that the Committee of Ministers provide support and assistance to member States to undertake a strategic policy review, in line with the Council of Europe Education Strategy 2024-2030 and in particular:
5.1promote a learner-centred and human rights-based approach to education, ensuring that all learners – including vulnerable groups such as migrant children and children with special education needs – benefit from an inclusive approach that values students’ needs, talents, abilities and interests, and does not reduce them to perceived limitations;
5.2strengthen the democratic mission of education systems by ensuring full alignment with the European Space for Citizenship Education; facilitate the implementation and widespread use of the Reference Framework of Competences for Democratic Culture; and favour the provision of age-appropriate education for democratic citizenship as a distinct compulsory subject complemented by the transversal integration of competences for democratic culture in other relevant subjects during all stages of formal education;
5.3provide guidance to integrate the Council of Europe curriculum framework for digital citizenship education fully in education systems;
5.4provide targeted and practical guidance to include the competences for democratic culture and digital citizenship education in teacher education, vocational training, and early childhood and care;
5.5continue, and where appropriate, enhance co-operation with the European Union, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) to provide coherent and complementary guidance to uphold the democratic role of education and advance the concept of a democratic whole-school culture to be widely used and implemented in schools.