GIVEN that most schools strive to grow by establishing a reputation of academic achievement, there are obvious gains from teaching students to crack exams and chase results. However, we have a dearth of teachers who can reflect on building skills along the way, bring new thought and experience into their classrooms. and teach students real-world problem solving.

In most schools, students are not given enough decision-making opportunities to teach them the process of making choices, weighing options and solving problems for themselves. Reflecting, identifying areas of improvement and asking for feedback are part of establishing student agency.

One way of mitigating this problem is a shared vision, along with a structure and defined steps to implement the plan. The vision lays out the ethos, goals and priorities, resources and tools available, and the structure and curriculum planning and staff development. Without a pre-defined vision, there can be no collaborative implementation by internal stakeholders, nor would parents, who are external stakeholders, be satisfied with what they see.

In fact, parents often want to know what is being taught and how. While most schools do not invite parents for information sessions, they often involve them in activities such as sports days and elocution. If parental engagement remains limited, there will inevitably be complaints from parents feeling disengaged. Parents need to gain an understanding of the vision of the school leaders, their priorities and expectations.

The vision then percolates down to the students and contributes to the ethos of the school. If parents are confused about what is going on at school, they make decisions from a place of misinformation. For students to thrive, it`s important for parents, students and teachers to work as a team with the school management. In fact, schools that involve students in the decision-making process by seeking their ideas and feedback or by allowing them to take initiatives to lead projects often have a more engaged and high-performing student body.

Student agency increases as we provide opportunities for students to set their own learning goals, initiate the conversation at parent-teacher meetings, and take ownership and accountability of community projects. When we provide opportunities for students to experiment with their own unique initiatives, we allow them to make mistakes and learn. However, sadly, helicopter parenting at home and strict controls at school no longer allow for such risk-taking behaviour.

Student agency cannot improve if we resist failure and do not allow room for mis-takes. And yet, we want students to think critically, learn independently, make decisions, and feel empowered. All of this doesn`t stem from a vacuum; it is the result of consistent effort. When students are empowered to make decisions and feel enabled to do so, they find the transition from school to higher education easier. For those who are used to hand holding and directives from teachers, higher education can be a bumpy road.

Students are not only confused about which courses to choose but are also not quite adept at studying independently, managing their calendars, setting up faculty appointments, and asking for support.

Higher education demands a different set of skills, especially as young individuals transition into adulthood. Many of them are simply not ready as we haven`t equipped them for it.

Most students are given goals and targets, and not encouraged to set these themselves. Many still haven`t learnt self-regulation in adapting to demanding study sc-hedules;stillmore do not know how to conduct research on their own even though they have acquired digital literacy skills.

If schools could pair up students with mentors who can help facilitate the transition to independenceandhelp them navigate choices, develop selfexpression and take ownership of their learning trajectory, we would see a new breed of perhaps more passionate young people more willing to seize the reins of their own career paths.

While we are still working on studentcentred approaches, the world has moved on to student-led classrooms where priority is given to working through content and questions in a collaborative effort with peers rather than following the tasks set up by the teacher. However, a strong foundation in higher order thinking skills needs to be built for student-led classrooms to work.

A strong aspect of the foundation would be to involve students in discussions where direction from the teacher is not required.

If they are able to structure, lead, and analyse varying points of view with clear examples, evidence and explanation, they are ready to lead their own learning journey. • The wnter is an author, a teacher educator and Fellow of the Higher Education Academy, UK.

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