School Mayors of Iran: Learning Social Participation in an Unfavorable Environment

This paper discusses the School Mayors project in Iran, which aims to provide a formal context within which young people can learn to participate in collective undertakings with a view to encouraging civic responsibility and a greater understanding of democratic processes. According to the article, the project, which covers over 1000 schools, takes place in a social context where participation, even for adults, faces many obstacles. The school mayors, deputy mayors and city-school councils, democratically elected by students, have implemented with the support of student working groups, activities ranging from school improvements and support for weaker students to involvement in their communities. Their formal 'jurisdiction' covers not only the schools they represent, but also the radius of 500 meters around their school, making these student bodies part of the formal governance structure of the city.

The School Mayors project had several interrelated objectives, among which the following were identified as most important:

• Increasing youth awareness of the importance of sustainable development and citizens’ roles in this
• Building character and self-confidence, and an acceptance of responsibilities and obligations among the young.
• Learning social participation and collective decision-making starting in childhood by taking part in collective undertakings within a formal setting.
• Becoming familiar with urban life, city management and existing organisations and institutions responsible for city affairs.
• Improving friendly relationships and cooperation among students and between students and schools’ staffs.
• Making students familiar with electoral processes and procedures and the importance of democratic processes in general.
• Increasing students’ concern for their schools and their surrounding areas and their communities in general; enhancing the environment through voluntary activity.
• Encouraging parents to be more concerned about children’s affairs and to participate more in school-parent associations.

At the beginning of each academic year all schools inform students about the School Mayors’ election and distribute a booklet in which the main objectives of the project, its organisation, election procedures and other necessary information are spelled out in a simple manner. Three weeks before the election, students are informed that whoever wishes to run for election should register and bring a letter from a parent or guardian indicating permission to participate. A week prior to election day, students begin their campaigns, distributing pamphlets to introduce themselves and explain their programme, or using any other means they prefer. At the same time, three students are selected by the students and the school’s superintendent to oversee the election and report to the School Mayors’ office in each municipality.

The structure of the School Mayor project also includes two important liaison people: one within the municipality (called the school mayor liaison) who is responsible for coordinating school mayors’ decisions; and secondly, a person who coordinates all school mayors and school-city councils with school officials and parents. Another important feature is the group of voluntary advisers which is formed to advise students on their proposed activities in regard to environment. This group, composed of university professors and other professionals interested in environmental protection, many of them students’ parents, help students to develop and review their plans.The projects introduced in the school mayors’ plans are of two types. Most can be carried out by the students themselves and require no funds, or just a little money which can be collected from parents, at least in those areas where upper and middle classes live. The other projects are the kind that require more extensive funding. These kinds of projects face a number of problems which can prevent their implementation.

The article states that The Tehran Municipality and Tehran Department of Education have conducted surveys aimed at parents of students in schools where the project was implemented. According to the article, a majority of these parents indicated that their children had changed considerably through their involvement in the project. They were seen as more disciplined and more focused; their concern for environment and their communities was considered to have increased; and they were noted to care more about family affairs and get along better with their sisters and brothers. Parents also stated that as a result of the project, they themselves visited schools more often than before and have been more available for group undertakings focused on their communities.

The article concludes that projects like the School Mayors are too dependent on the dedication and desire of individuals. Participation still is not institutionalised, and opposition to these kinds of projects within the official world remains. There is no guarantee that projects will be sustained. Policies often change when those in responsible positions change. However, the article finds that the project has helped even those who might be most threatened by civic participation to see the need for change.