C Explanatory memorandum
by Ms Luz Martínez Seijo, rapporteurNote
1 Introduction
1. The Reykjavík Summit
Note underlined the importance of education
in providing children and young people with the necessary references
to grow up embracing democratic values in culturally diverse societies.
In this context, the Council of Europe Education Strategy 2024-2030,
Note launched at the 26th Standing
Conference of Ministers of Education
Note in September 2023, focuses on three
pillars: renewing the democratic and civic mission of education;
enhancing the social responsibility and responsiveness of education;
advancing education through a human rights-based digital transformation.
2. The motion for resolution
Note that I tabled with several other
members in January 2024, underlines that “[w]hile competences for
democratic culture, civic engagement, learning methodologies, and
responsiveness and innovation in and through education are essential
concerns, these aims cannot be achieved in isolation. Care for the
learners’ holistic development, mental health and well-being in
a safe environment are pillars of quality education.”
3. Moreover, we emphasised that “Violence, bullying, discrimination,
racism are unfortunately still present in school settings. Learning
to live together in diversity, respecting and tolerating different
attitudes that arise from coexistence are part of the socialisation
process and a key element to implement learning strategies, such as
co-operative learning and project-based learning, with special attention
to vulnerable learners.”
4. Among the previous work of the Committee on Culture, Science,
Education and Media to promote inclusive education and the special
needs of vulnerable learners, we can refer to the report of Mr Pavlo
Sushko entitled “Quality education for children with special educational
needs: challenges of the pandemic, war and digitalisation”
Note which advocates adopting a human
rights-based approach to education that ensures accessibility, participation
and equity in various learning environments.
5. In my report I therefore aim to provide examples of innovative
policies, methodologies and tools to encourage Council of Europe
member States to promote the socialisation process through quality
education in the digital age, with a view to improving learners’
safety, mental health, and well-being, fostering democratic values
and strengthening tolerance and inclusion within schools. The Parliamentary
Assembly could recommend the development of Council of Europe guidelines
to assist member States in this process.
6. I wish to thank all experts that we have interviewed during
the hearings in Trondheim in Norway and online in Strasbourg, for
sharing information, their insights and thoughts on required action
in the future, which we consider in the subsequent chapters of the
explanatory memorandum. I also wish to thank Dr Carlos Mas Ruiz,
University of Alcalá in Spain, for assisting me in preparing this
report with substantive research.
2 Socialising at schools: issues at stake
7. Let me begin with the definition
of educational socialisation which constitutes the process through
which the individual integrates into society by assimilating norms,
values, and roles. Its theoretical foundations go back to Émile
Durkheim (1975), who defined it as a “methodical socialisation of
the young generation”; in other words: the intentional transmission
of culture by adults to ensure the reproduction of social order.
From this perspective, educational work is conceived as a sphere
of social modelling that, beyond academic instruction, shapes consciences,
standardises behaviours, and establishes a shared framework of beliefs
and values. It is not merely about acquiring knowledge, but about
internalising patterns of conduct that sustain the cohesion of the
social structure.
Note
8. Education is a fundamental pillar of democracy and a key mechanism
for fostering socialisation, inclusion, and well-being. Schools
are not merely spaces for academic instruction; students develop
social skills, engage in co-operative learning, and experience democratic
participation. However, modern schools face increasing challenges
in fulfilling this role. Societal divisions, economic inequalities,
digital transformations, and institutional shortcomings have contributed
to growing isolation, anxiety, and disengagement among students.
The Council of Europe Education Strategy 2024-2030 underscores the importance
of integrating socialisation into education policies to create safe,
inclusive, and democratic learning environments. Schools must go
beyond academic instruction to actively foster students' mental
health, emotional intelligence, and democratic engagement. Policies
that neglect these aspects risk failing in their broader mission
of preparing students for life in diverse societies. The Assembly
has consistently urged member States to strengthen the social role
of schools in response to challenges such as social media influence,
migration-driven diversity, and rising mental health concerns.
Note
9. Schools today reflect the broader transformations of society.
Growing cultural and ethnic diversity, rising economic disparities,
and the persistence of social divisions have complicated the process
of socialisation among students. While diversity enriches school
environments, it also presents complexities in building shared values
and mutual understanding. Discrimination, racism, and socio-economic
exclusion remain common in many school settings, making it difficult
for students from different backgrounds to form meaningful connections.
Research conducted by UNICEF (2020) has highlighted that students
from minority or migrant backgrounds often face language barriers,
prejudice, and lower levels of participation in school life, which directly
affect their sense of belonging.
10. Economic disparities further exacerbate the division between
privileged and vulnerable students. This gap in resources creates
inequalities in socialisation opportunities, as students from disadvantaged backgrounds
may experience isolation and reduced self-esteem due to limited
access to social and recreational activities, as well as limited
opportunities
11. The rapid expansion of social media and online communication
has profoundly altered how young people interact. While digital
platforms can facilitate socialisation, they also contribute to
new forms of isolation, anxiety, and cyberbullying. Studies indicate
that excessive screen time has led to a decline in in-person interactions,
weakening students' ability to develop social skills, emotional
intelligence, and conflict-resolution abilities.
Note Children and adolescents increasingly
spend less time playing outdoors or engaging in face-to-face social
activities, opting instead for digital interactions that lack emotional
depth.
12. The Council of Europe’s research on youth mental health has
shown that excessive social media exposure can lead to anxiety,
stress, and reduced self-confidence, particularly among adolescents
who struggle with online validation and peer pressure. Moreover,
digitalisation has introduced new forms of violence, including cyberbullying
and online harassment. The lack of effective digital education policies
in schools leaves many students unprepared to navigate the risks
of online interactions, making them vulnerable to manipulation,
misinformation, and online discrimination.
Note
13. Despite these challenges, schools remain the most effective
setting for promoting socialisation and inclusion. When family or
societal structures fail, the school environment becomes the only
place where students can develop the social and emotional skills
necessary for social integration. Schools play a vital role in fostering
social responsibility, co-operation, and participatory citizenship,
ensuring that students experience democratic values in action. The
development of co-operative learning strategies, conflict mediation programmes,
and peer support initiatives has been recognised as an effective
approach in improving socialisation in schools.
Note Schools that implement participatory
governance models, such as student councils, peer mediation programmes,
and school-wide discussions on inclusion, tend to have higher levels
of student engagement and reduced incidents of discrimination.
14. Programmes focusing on mental health, emotional education,
and conflict resolution also help create a school climate that encourages
positive interactions and well-being. The Council of Europe’s “Democratic Schools
for All” initiative (2017-2022) demonstrated that schools that prioritise
student participation in decision-making and school governance tend
to report higher levels of satisfaction, social cohesion, and respect.
15. Many education systems lack structured policies to reinforce
the social function of schools. Studies from the UK Anti-Bullying
Alliance indicate that bullying, discrimination, and violence remain
persistent problems in European schools, leading to psychological
distress, disengagement, and higher school dropout rates. Teacher
training is often insufficient, leaving educators unprepared to
handle social conflicts and foster co-operative learning. The absence
of co-ordinated guidelines on digital education also limits schools'
ability to teach responsible social media use, exposing students
to higher risks of cyberbullying and online manipulation.
16. Education systems should accordingly develop comprehensive
policies, ensuring that schools integrate socialisation as a core
objective, alongside academic achievement. Strengthening teacher
training, funding for mental health initiatives, and structured
specific programmes will be essential in addressing these challenges.
3 Priorities:
living together, well-being, inclusion and democratic values in
schools
17. Europe must adapt to the social,
technological, and scientific changes that characterise the 21st
century. This adaptation requires policies that enable schools to
be flexible, not only in terms of curriculum but also in modelling
democratic, inclusive, and participatory values.
3.1 Harmonious
living together and well-being
18. To create a good framework
for harmonious living together in schools there must be a robust
process of socialisation, building in collaboration and participation,
so that students learn to relate to each other in a healthy way,
and to interact in a manner that promotes mutual respect and empathy.
Improving school coexistence implies different aspects such as the
democratic development of classroom rules, participatory conflict
resolution, prevention of violence and bullying, and student well-being.
NoteNote
19. Well-being and mental health at schools can only be achieved
sustainably through a whole-system, whole-school approach to well-being
and mental health.
Note The Directorate-General
for Education, Youth, Sport and Culture of the European Commission
has recently published “Guidelines for education policymakers”
Note with proposals for stimulating a
positive school climate, integrating social and emotional education
into the curriculum, fostering collaborative partnerships, creating
safe schools to prevent and address any form of violence, and promoting
well-being in the digital age. They also recommends integrating
well-being principles into initial teacher education, strengthening
the capacity of school leaders to address well-being at school, providing
continuous professional development and support to educators, and
guaranteeing access to support services for learners with mental
health needs.
20. UNESCO’s Happy Schools Initiative advocates for transformative
education reform and a paradigm shift to prioritise happiness in
education policy and practice. Activities cannot be effectively
implemented at scale without being integrated into education policies
and plans. Therefore, it is recommended to foster a holistic, values-driven,
and community-focused approach, supported by education policy and
planning to ensure systemic changes.
Note
3.2 Inclusion
and valuing diversity
21. School segregation is still
a significant issue in Europe today. It disproportionately affects
children with disabilities, children from migrant backgrounds, Roma
children, and others facing specific social or personal challenges.
The Council of Europe Commissioner for Human Rights addressed this
problem in the report “
Fighting
School Segregation in Europe through Inclusive Education”. The report offers recommendations for education systems
to promote inclusive education and better understand student needs.
22. To assess the inclusivity of schools and the entire education
system, authorities can use tools such as the “Index for Inclusion”.
This well-known resource helps schools evaluate and enhance their
inclusivity, focusing on the participation and achievement of all
students, particularly those with disabilities and other marginalised
groups.
Note
23. Inclusive education is a journey that embraces the diverse
needs of all learners through several key approaches. For example,
co-operative learning
Note in a class transforms
the environment. Here, students are organised into heterogeneous
groups, each member playing a specific role. These activities foster
positive interdependence and utilise co-operative techniques, allowing
tasks to be tailored to different levels, including special needs,
all culminating in a final group product.
24. Another well-known method is Universal Design for Learning,
a framework that shapes educational environments to meet the various
needs of every student, by providing multiple means of engagement, motivating
students through different strategies. In collaborative teaching
or co-teaching, teachers join forces to plan and deliver lessons.
This approach often involves acting together within the classroom,
creating a dynamic and inclusive learning experience.
25. Each of these approaches plays a vital role in making education
more inclusive. They ensure that all students, regardless of their
backgrounds or abilities, can fully participate and thrive in the
learning environment. Through such methods, inclusive education
becomes a reality, fostering a sense of belonging and success for
every learner.
3.3 Democratic
values
26. Democracy must be learned.
Human values underpin democratic rights, which must be developed through
practice. Schools must teach democratic values such as respect,
pluralism, peace, justice, solidarity, truth, and responsibility
through both reflection and action. These values translate into
citizens' rights: the right to education, security, freedom of thought,
equal opportunity, physical and mental health, accurate information, and
participation in school and society. These rights are lived out
in schools through inclusive, participatory methodologies and non-aggressive
communication.
27. To apply these principles to educational policies, State educational
authorities and international organisations should provide guidelines
to assist schools. Over the years, the Council of Europe has developed numerous
policy recommendations to integrate human rights and democratic
values into society, and in particular in education, ensuring that
students not only learn about these principles but also live them.
28. To support this vision, the Council of Europe developed the
Reference Framework of Competences for Democratic Culture. This
framework outlines essential competences across four areas: values,
attitudes, skills, knowledge, and critical understanding.
Note It serves as a comprehensive model
illustrating what it means to be a democratic citizen and provides
recommendations for implementing education for democratic citizenship
in practice.
29. In 2023, the Council of Europe Standing Conference of Ministers
of Education adopted a resolution to renew the civic mission of
education and encouraged educational institutions to adopt a whole-institution approach,
ensuring that democratic values permeate every aspect of school
life.
NoteThe European
Space for Citizenship Education is a pillar for this mission. It
seeks to provide a shared set of principles for good practice in
developing quality education for democratic citizenship, to provide
a platform for sharing innovation and good practices, and opportunities
for national and international collaboration among relevant stakeholders
and partners. The goal is to prepare active and responsible citizens
who participate in democratic life. The celebration of the European
Year of Digital Citizenship Education in 2025 extends these aims
to the digital world, addressing challenges related to human rights
and democratic values.
30. The Education Policy Advisors Network encourages the integration
of the Reference Framework into education systems, sharing experiences
and practices, and improving co-operation. This aligns with target
4.7 of the United Nations 2030 Agenda, which focuses on education
for sustainable development and global citizenship.
31. Member States should aim to develop comprehensive curricula
that include human rights and democratic values at all educational
levels; build in practical experiences in schools to allow students
to practice these values in daily life; promote digital citizenship
education to address challenges in the digital environment; strengthen
teacher education to equip educators with the necessary skills and
knowledge; and adopt a whole institution approach to embed a culture
of democracy in educational settings.
4 Methodologies
and tools
32. To give life to a policy of
socialisation in classrooms, it is essential to develop appropriate
methodologies and draw on useful resources. Schools need tools that
promote harmonious living together and teach democratic competences
(values, attitudes, knowledge and critical understanding), enabling
students to participate actively, manage their emotions and well-being,
resolve conflicts, co-operate in learning, and navigate the digital
environment.
4.1 Education
in human rights and democratic values
33. Implementing human rights education
(HRE) and education for democratic citizenship in schools is a journey
that blends theory with practice. The model is a classroom where
the foundation is laid through theoretical teaching. Here, students
deal with subjects such as citizenship education, where they learn
about human values and human rights. This foundational knowledge
is crucial, helping them understand the principles of democracy
and the importance of human rights.
34. But learning doesn't stop at theory. The practical application
of these values is where the real process happens, that is, a school
where teachers, school leaders, students, and families are all actively
involved in the educational community. They participate in the school's
representative bodies and associations, making decisions together
and fostering a democratic culture. This active involvement helps
students see democracy in action, teaching them the importance of
participation and respect for others.
35. By embedding these teachings in the curriculum and promoting
active participation, schools ensure that students not only learn
about their rights and responsibilities but also understand the
importance of respecting and upholding these values in their daily
lives. This holistic approach prepares students to be informed,
active citizens who contribute positively to society.
36. Citizenship education has become part of educational policies
and curricula in many member States, which are increasingly aware
that citizenship education and its European dimension have a role
to play in strengthening European identity. There is no single model
for fostering citizenship education, but there are numerous inspiring
examples of best practices. Examples of curricula dedicated to citizenship
and ethical values in some European States include
Note:
- France: Citizenship education
– more specifically civic and moral education – is part of the French national
education mandatory curricula throughout both primary and secondary
education cycles;
- Germany: Education on democratic citizenship and human
rights is a core task and objective of formal education at all levels
as well as non-formal education. As such, it is incorporated into
the history, social sciences, and politics/citizenship educational
programmes;
- Croatia: Citizenship education is a mandatory cross-curricular
subject in primary and secondary schools, meaning it does not exist
as a separate subject but as part of other subjects;
- Spain: There is a general education curriculum explicitly
aimed at preparing students for the active exercise of citizenship.
Recently, a royal decree incorporated “citizen competences” into
the eight key competences that make up a student’s profile at the
end of their basic education path. All primary education students
must receive education in civic and ethical values during any of
the courses of the third cycle, and then during their secondary
education;
- Greece: Citizenship education is part of the primary-level
course (ages 6-12) on social and political education.
37. These are just a few examples. It would doubtless be of great
benefit for member States to co-ordinate such curricula into a common
core.
38. Beside citizenship education, history teaching is particularly
important in the curriculum of secondary education, since the use
and analysis of historical sources can play a key role in fostering
respect for different opinions, pluralism, and diversity, and in
assessing the reliability and validity of information. Reflecting
on sensitive periods in history at appropriate ages is necessary
for young people to understand the origins of the current situation
and hopefully avoid repetition of past mistakes.
Note German
curricula, for example, include specific sections on the history
of democracy, and introduce the concept “Erinnerungskultur” or “culture
of memory.” In the school context, this involves teaching students
about historical events, cultural traditions, and the importance
of memory for identity and the future. These contents aim to help
students understand the importance of a resilient democracy and
the historical challenges Germany has faced on its path to democratic consolidation.
39. The Council of Europe has developed several initiatives for
schools: “Democratic and Inclusive School Culture in Operation (DISCO)”,
which ended in 2021, and “Free to Speak – Safe to Learn. Democratic
Schools for All”, which ended in 2022. Within the European Space
for Citizenship Education and the Council of Europe Education Strategy
2024-2030, a label or distinctive mark for schools could be created
that would reflect the legacy of these initiatives, highlighting
the proposed socialising approach and offering an attractive and
agile digital framework for “schools for learning to live”. Networking
between schools would be key to develop a training and supporting
system for the goals described in this report: student participation,
school conflict analysis, assertive communication skills, socio-emotional
learning, conflict mediation programmes, peer support and bullying
prevention, co-operative learning, and classroom rules and climate.
4.2 Participation
as a means for students’ active socialisation
40. The best way to promote active
socialisation in school is to offer students ample opportunities
to participate in the life and decisions of the school. Such involvement
creates a strong sense of belonging, making the school feel as their
own space where they can share learning, experiences, and emotions,
resolve conflicts independently, and learn to live together. There
are many ways to engage students: distributing various roles of
responsibility in the classroom, co-creating rules, implementing
co-operative learning, forming support teams, organising extra-curricular
activities and clubs, engaging in project work, and hosting thematic debates.
These activities help involve all students in school life. Specific
inclusive and integrative spaces can be created and designed for
this purpose. The Learner Participation in Inclusive Education model
identifies four forms of participation: physical (including accessibility),
socio-emotional, decision-making, and engaged participation.
Note
41. Two decades ago, a transformative programme was developed
within the research and educational framework of the University
of Alcalá in Spain. The project provides training, advice, and support
to the school communities, emphasising student participation.
NoteNoteNoteNoteNote The training covers several key
areas, including fostering a positive outlook on others, understanding
and analysing school conflicts, assertive communication in conflicts, social
skills, emotional education, school conflict resolution methods,
and creating a positive school climate with democratic rules. Specific
training is also provided for different programmes, including conflict
mediation by students, peer support, restorative circles, inclusion
and co-operative learning, classroom representatives (covering areas
such as support, health, sport, equality, recycling, and courtyard
activities) learning service, and digital citizenship. During the
training, teams including students, teachers, and families are formed,
which creates strong relationships and prepares them to work on
new projects or future improvements. Hundreds of secondary and primary
schools in Spain have adopted and are actively developing this project.
The project consistently yields positive results for the school
climate, becoming an integral part of the school culture. As a result,
these schools form a network of good practices.
4.3 Social
and emotional education
42. Social and emotional learning
is the process of acquiring the competencies to recognise and manage emotions,
develop care and concern for others, establish positive relationships,
make responsible decisions and handle challenging situations effectively.
Such learning programmes cover developing self-awareness, social
awareness and relationship skills, therefore helping students to
understand better their own emotions and interact positively with
diverse people and groups.
Note
43. For example, a non-profit organisation MOT (Courage), founded
in 1997 in Norway, offers schools preventative value-based programmes
to help young people build resilience and integrate. As a “whole
school approach”, these programmes are offered to students, teachers
and parents. They promote life skills such as building capacity
of young people to trust in themselves, to become robust (develop
awareness and courage) and to cope in various life situations. Programmes
are offered for primary (grades 1–4), lower secondary (grades 8–10),
and upper secondary (grades 11–13) education. The Robust Youth Programme
for secondary school covers many themes and involves individual
and classwork to build inclusive environments, to discuss and practice
fundamental values, democracy and citizenship, learn about public
health issues, and develop life-skills and critical thinking. Coaches
include teachers, school nurses, counsellors, or youth workers.
They receive comprehensive training in methodologies and close follow-up
afterwards. Well-known personalities are engaged as ambassadors
to reach youth more effectively and create a greater impact. Values
and tools include: courage to care (show
respect and kindness towards those who are excluded); courage to
live (be yourself and accept who you are); courage to say no (stand
up for your values, dare to voice your opinion, prioritise what
is right and important for you).
44. Another remarkable project supporting emotional education
in schools is the Emocrea project,
Note developed by the Emocrea research
group from the University of La Laguna in Spain. This project provides training
support to schools, and researches, promotes, and disseminates the
potential of emotional and creative learning approaches as elements
of educational innovation. Based on a school subject in the Canary Islands,
the concept of “emocreativity” was invented, referring to all activities
that can be carried out in social and emotional education in an
artistic and creative way. The project covers assessment, methodologies, resilience,
teacher skills, and development in the community, thereby fostering
a supportive and innovative learning environment for both students
and teachers.
45. There are other resources that collectively enhance emotional
education by providing practical tools and frameworks to support
students' well-being and development. The SEMH Handbook
Note assists schools in developing responses
for students with Social-Emotional-Mental Health needs or those
at risk. SEE-KS (Social Emotional Engagement – Knowledge and Skills)
Note fosters social emotional engagement
within a universal design for learning framework, creating inclusive
environments. The SHLS (Safe Healing and Learning Space) Toolkit
Note provides guidelines for creating
secure environments that promote both emotional healing and academic
growth, ensuring students feel protected and encouraged to express
themselves.
4.4 Conflict
solving
46. Conflict resolution is a crucial
aspect of socialisation, essential for building relationships with
peers, teachers, and family. It involves understanding, preventing,
and managing conflicts, including those in virtual relationships
on social media. A participatory approach encourages students to
resolve their own conflicts using non-violent strategies such as
conflict mediation, peer support, restorative practices, and assertive communication
skills. These programmes, developed in several European countries,
have shown positive results in improving school climate and coexistence,
and they hold significant educational value for students' future
lives.
Note
47. Several European anti-bullying projects continue the mission
of combating bullying through education, community involvement,
and innovative methodologies. They include: SAFER,
Note which targets school violence and
bullying prevention for students aged 8-14, and EIRENE
Note, an Erasmus+ project enhancing schools'
ability to respond to bullying for students aged 13-16. The Stop
Bullying Project equips youth workers with skills to prevent and
intervene in bullying situations.
48. Other resources include “KiVa” (Finland),
Note which provides tools for schools
to tackle bullying, and the “No Blame” Approach (UK),
Note which focuses on collective solutions
without assigning blame. “Brave Club: Zero Violence from Age Zero”
Note trains students in peer-led mediation,
while “NoTrap!” (Italy)
Note addresses bullying and cyberbullying
with a peer-led approach. The project “Mediator at school” (France)
Note trains students to mediate peer
conflicts, promoting peace and understanding. The Integrated Model
for Coexistence Improvement in Spain also includes a strong conflict
mediation programme.
4.5 Collaborative
learning processes
49. Collaborative learning processes
are essential for socialisation, as they involve working together, sharing
ideas, facing challenges, solving problems, and building projects.
Traditional lecture-based teaching does not offer these experiences.
It is crucial for classrooms to be spaces where students can work
together and learn from one another.
Note For co-operative
learning to be effective, it must meet certain conditions, such as
creating positive interdependence, enabling individual accountability,
encouraging face-to-face engagement, developing social skills and
group roles, and creating tasks that involve skilled information processing
within the group. Teachers should organise the class into carefully
balanced groups to ensure heterogeneity and develop co-operative
teaching units with differentiated tasks at various levels, allowing
for the success of all students, including those with disabilities,
and their contribution to a common result.
50. Valuable resources are developed and used in several countries:
The Global Inclusive Teaching Initiative (GITI),
Notethe Index
for Inclusion,
Note the Jigsaw Classroom,
Note the Tool to Upgrade Teacher Education Practices
for Inclusive Education, designed by the European Commission and
the Council of Europe,
Note the Collaborative-Cooperative
Learning Course by the European Commission,
Note the Team-Based Learning Collaborative
Note and the KoaLa
Note project.
4.6 Digital
responsibility
51. The digital environment and
technologies provide unprecedented means for people to express themselves
in various forms, discover, learn, create, communicate, and socialise.
At the same time, challenges such as disinformation, cyberbullying,
online hate speech, and the misuse of personal data have become
more prominent. The socialisation of young people today is increasingly
taking place through digital media; it is therefore important that
schools educate their students about the responsible use of the
digital world.
NoteDigital responsibility
can be promoted through legislation and restrictions on device use
at school. However, it is also essential to improve educational
programmes dedicated to various digital topics and skills. These
include awareness of the dangers of the internet (such as addiction,
viral dangerous challenges, paedophilia and grooming, and toxic
groups) and the risks of artificial intelligence applications. Additionally,
programmes should focus on the prevention of cyberbullying, self-limitation
and information filtering skills, critical thinking and analysis
of information, detection of hoaxes, and responsible content posting.
This is probably one of the most important challenges of our time
and a task that only education can effectively address.
52. Digital citizenship education is a priority for the Council
of Europe. The Digital Citizenship Education Forum
NoteNote held in May 2025 addressed themes
such as understanding digital citizenship, ethical behaviour online,
safety and security, combating disinformation, digital literacy
and critical thinking, digital footprint and reputation, cyberbullying
and online harassment, inclusive and accessible digital communities,
digital rights and responsibilities, and digital participation and
democracy. To support these initiatives, various resources have
been developed, including a digital citizenship education handbook,
leaflets, lesson plans, a report for parents, and the
Diginauts animation series for young
children. These resources aim to help teachers, students, and parents
navigate the digital world. Additionally, the Council of Europe
is focusing on artificial intelligence (AI) literacy, covering technical
skills, human aspects, learning with AI, and using AI to learn about learning.
Other significant resources include the Digital Education Action
Plan (2021-2027), and the European Wergeland Centre in Norway, which
collaborated with the Council of Europe on digital citizenship education.
5 Key
stakeholders for democratic and participative schools
53. While competences for democratic
culture, civic engagement, learning methodologies, and responsiveness
and innovation in and through education are essential concerns,
these aims cannot be achieved in isolation. To nurture democratic
values, schools must be an inclusive space of socialisation where everyone
can feel recognised and respected, and where learners enjoy being
with others.
54. The educational systems of the member States do recognise
and address these socialisation aspects. However, the Assembly should
urge the Council of Europe member States to step up and build on
their commitment to further promote the socialisation aspects of
quality education in the digital age, to improve learners’ safety,
mental health and well-being, grounding democratic values, and strengthening
inclusion and participation in a sustainable digital society. The
various existing initiatives would benefit from the co-ordination of
key stakeholders to create a common frame that schools can identify
and work with.
55. Teachers play a crucial role in the development of students,
modelling norms, values, and social skills. They help to shape students'
identity and self-esteem through their own academic and personal
characteristics and expectations. As socialisation agents, teachers
should act – like parents – as role models, displaying ethical and
moral behaviour that students can learn from. For example, they
can introduce discussions about ethical dilemmas adapted to the
age of learners and demonstrate appropriate ways to handle conflicts. Furthermore,
it is up to teachers to apply active or collaborative methodologies,
and to teach subjects related to citizenship education, democratic
values and related competences, and the use of digital resources
in school. Any action to improve the socialisation of students must
thus prioritise the initial and ongoing training of teachers.
56. Socialising work requires the participation of everyone. Schools
and teachers are the core, but only a comprehensive and co-ordinated
approach among key stakeholders will achieve optimal results. Each
party plays a very important role. Educational authorities in member
States could co-ordinate a common citizenship education curriculum
and practice, with the support of the European Space for Citizenship
Education and use of resources such as the Reference Framework of
Competences for Democratic Culture. They should implement policies
in the areas of harmonious living together, well-being, inclusion,
and democratic values and practices. Strengthening initial and ongoing
teacher training in socialisation, inclusion, values and emotional education,
participation, conflict prevention/resolution, and co-operative
learning is essential. Additionally, the Assembly could recommend
creating a European seal, label, or other distinctive marker and
an attractive and agile digital framework for “schools for learning
to live”, thus creating a network permanently linked through social
media with specific training and support system.
57. School directors and management teams should aim to create
democratic and participative schools, that support the identity
of the local community, and where students and families have specific
channels for participation. They should value each of the school's
teachers, facilitating time for ongoing training, the exchange of
ideas, and mutual support and co-operation. It is crucial to promote
harmonious well-being in school through an integrated model, which
includes adopting common rules in a participatory and democratic way
and implementing programmes for the prevention and participatory
resolution of conflicts – such as mediation, peer support, and restorative
justice. Developing co-operative learning programmes that promote collaboration,
not competition, and offering students a wide range of complementary
activities and clubs (artistic, sportive, environmental, social
service, etc.) that encourage socialisation around their interests
are also important steps.
58. Teachers should be encouraged to be proud that they are the
core of the school's socialising work and value the importance of
this task. They should be supported in their commitment to the educational
community, through regular and career-long training to update knowledge
and techniques on the topics and programs mentioned in this report.
Exchange of ideas and good practices among teachers at State and
European levels should be stimulated and funded.
59. Students and families need to be encouraged to actively engage
in the school community through parent and student associations.
They can contribute to the learning environment by participating
in interactive groups, and family-oriented training activities.
Collaboration around citizenship education is vital, fostering a family
life grounded in respect, positive emotional skills, and well-being.
Violence prevention and promoting digital responsibility should
be central concerns. Any signs of distress, harassment, or isolation
should be rapidly detected and acted upon to ensure well-being and
a safe and supportive environment for everyone.
60. Support stakeholders, including counsellors, psychologists,
and educators, can offer valuable assistance and forge partnerships
with external associations and specialists. Universities can play
a crucial role in assisting school communities by developing research
programmes, and monitoring and evaluating the initiatives.
6 Conclusion
61. In a global context marked
by ongoing wars and other major crises, it may seem that enhancing
the socialising role of schools is not an immediate priority. Yet
we must recognise that today’s schools shape tomorrow’s society.
Given that the children and young people in classrooms today will
soon be the ones leading the world, no time should be lost in preparing
them to face the future.
62. Wars and conflicts continue to claim lives, while ordinary
people feel powerless to influence these events. We have witnessed
democracies erode into authoritarian regimes – some now governing
vast populations – and others drifting into uncertainty. Even in
Europe, where democracy has long been a cornerstone, we are seeing
a troubling rise in far-right ideologies and growing mistrust in
democratic institutions. Many young people, having never experienced
the absence of democracy, may not fully grasp and appreciate its
value.
63. In this climate, the influence of social media and the spread
of disinformation among youth is undeniable. Young people are learning
to navigate a world where truth is often distorted, and where technology
can displace critical thinking and civic engagement. Schools must
serve as a counterbalance – a space where democracy is not only
taught but lived. Democracy and living together are not innate;
they must be learned and practiced every day. School is the ideal
setting for this learning.
64. The activities mentioned in this report aim to strengthen
socialisation and democratic engagement. They promote participation,
shared responsibility, collaboration, dialogue, peaceful conflict
resolution, emotional education, respect for diversity, and mutual
support. These experiences foster confidence, critical thinking,
and a sense of responsibility therefore laying the foundation for
inclusive and resilient communities. The time to act is now. Every
teacher, every school, every family that educates young people to
respect and embrace democratic life is helping to build a better
world.
65. We hope that this report may inspire new initiatives and raise
awareness of the vital role schools play in socialising among students,
especially in these challenging times. It is both important and
urgent that educational authorities intensify their efforts. Schools
must be empowered to fulfil their role in preparing children and
youth not only for a working life, but for a shared life protecting
and participating in a democratic society.
