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Pupils' Perceptions of Power Dynamics in Portuguese Schools: Do They Feel Their Voices Are Heard?

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Title: Pupils' Perceptions of Power Dynamics in Portuguese Schools: Do They Feel Their Voices Are Heard?
Language: English
Authors: Maria Assunção Flores (ORCID 0000-0002-4698-7483), Orlanda Tavares (ORCID 0000-0002-8750-2032), Eva Lopes Fernandes (ORCID 0000-0002-3838-9846), Fernando Ilídio Ferreira (ORCID 0000-0002-8608-6700), Diana Pereira (ORCID 0000-0002-3550-1855)
Source: Cambridge Journal of Education. 2026 56(1):79-98.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Student Attitudes, Power Structure, Student Participation, Barriers, Leadership Styles, Interpersonal Communication, Democratic Values, Participative Decision Making
Geographic Terms: Portugal
DOI: 10.1080/0305764X.2025.2603212
ISSN: 0305-764X
1469-3577
Abstract: This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining highly centralised. Barriers to meaningful participation include weak communication and leadership practices that prioritise control over dialogue. The evidence shows that pupil participation is mostly consultative and dependent on adult mediation, with organisational gatekeeping, rather than pupils' willingness, acting as the main constraint. These patterns suggest that, despite five decades of democracy, Portuguese schools continue to mirror hierarchical traditions rooted in the authoritarian past, revealing how enduring institutional cultures still hinder the full realisation of democratic participation in everyday school life.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500716
Database: ERIC
FullText Text:
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  Data: Pupils' Perceptions of Power Dynamics in Portuguese Schools: Do They Feel Their Voices Are Heard?
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  Data: <searchLink fieldCode="AR" term="%22Maria+Assunção+Flores%22">Maria Assunção Flores</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4698-7483">0000-0002-4698-7483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Orlanda+Tavares%22">Orlanda Tavares</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8750-2032">0000-0002-8750-2032</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eva+Lopes+Fernandes%22">Eva Lopes Fernandes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3838-9846">0000-0002-3838-9846</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernando+Ilídio+Ferreira%22">Fernando Ilídio Ferreira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8608-6700">0000-0002-8608-6700</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Pereira%22">Diana Pereira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3550-1855">0000-0002-3550-1855</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cambridge+Journal+of+Education%22"><i>Cambridge Journal of Education</i></searchLink>. 2026 56(1):79-98.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Democratic+Values%22">Democratic Values</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Data: 10.1080/0305764X.2025.2603212
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  Data: 0305-764X<br />1469-3577
– Name: Abstract
  Label: Abstract
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  Data: This study explores how pupils aged 9 to 17 in Portuguese primary and secondary schools perceive power dynamics and participation in decision-making. Drawing on focus groups with 74 pupils across 13 state schools, it examines the extent to which pupils feel their voices are heard. Although formal structures such as student councils and class representatives exist, findings suggest these mechanisms are largely superficial, with authority remaining highly centralised. Barriers to meaningful participation include weak communication and leadership practices that prioritise control over dialogue. The evidence shows that pupil participation is mostly consultative and dependent on adult mediation, with organisational gatekeeping, rather than pupils' willingness, acting as the main constraint. These patterns suggest that, despite five decades of democracy, Portuguese schools continue to mirror hierarchical traditions rooted in the authoritarian past, revealing how enduring institutional cultures still hinder the full realisation of democratic participation in everyday school life.
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  Data: 2026
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  Data: EJ1500716
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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