This review presents a reasoned synthesis of whole-school interventions seeking to improve the overall school environment by fostering active student participation (ASP) in school activities and decision-making processes. The aims are to describe the selected programs, assess their methodological quality, and analyze the activities soliciting ASP. Among the 205 publications initially provided by the literature search in the academic databases PsycINFO and Education Research Complete, 22 reports met the inclusion criteria of presenting whole-school interventions that solicit ASP in secondary schools, and were thus included in the review. Such publications referred to 13 different whole-school programs, whose implemented activities were distinguished on a 5-point scale of ASP levels, ranging from Very high ASP, when students were involved in a decision-making role, to Very low ASP, when students were the passive recipients of content provided by adults. This review contributes to the literature by proposing an organizing structure based on different levels of ASP, which provides clarity and a common ground for future studies on student participation. Overall, the in-depth description of activities offers a framework to researchers and practitioners for planning interventions aimed at improving the learning environment and contributing meaningfully to the far-reaching goal of encouraging student participation in school life.

本综述对全校干预措施进行了合理综合，旨在通过促进学生积极参与学校活动和决策过程来改善整体学校环境。目的是描述所选项目，评估其方法质量，并分析征求 ASP 的活动。在学术数据库 PsycINFO 和 Education Research Complete 的文献检索最初提供的 205 份出版物中，有 22 份报告符合在中学征集 ASP 的全校干预的纳入标准，因此被纳入审查。此类出版物涉及 13 个不同的全校计划，其实施的活动以 5 分制的 ASP 水平区分，范围从非常高的 ASP，当学生参与决策角色时，到非常低的 ASP，当学生是成人提供的内容的被动接受者时。本综述通过提出基于不同级别 ASP 的组织结构为文献做出贡献，这为未来关于学生参与的研究提供了清晰度和共同基础。总的来说，对活动的深入描述为研究人员和从业者提供了一个框架，用于规划旨在改善学习环境的干预措施，并为鼓励学生参与学校生活的深远目标做出有意义的贡献。