Engaging Voices. How Participatory Research Transforms School Development at Bergen Christi Krybbe

Abstract

This paper explores the role of participatory school research in promoting socially sustainable educational environments by integrating the perspectives of both teachers and students in decision-making processes.

Based on a case study of Bergen Christi Krybbe, the analysis is in line with the Bergen Municipality's school development guidelines, which emphasise schools as community hubs and the importance of student participation in learning processes. Despite its success, Bergen Christi Krybbe faces several key challenges: limited indoor sports space, anti-social behaviour in the schoolyard during off-hours, inadequate accessibility, lack of green space and the physical separation of the school sites. In response, the authors draw on their expertise in architecture and planning to propose recommendations aimed at enhancing both the educational and community functions of the school.

The recommendations are divided into three main areas: (1) facilitating increased community use, where school spaces are shared with local groups for activities; (2) improving accessibility to ensure that facilities are inclusive of all users; and (3) establishing management frameworks for a community facility, with options for direct provision, hosted activities or shared management between the school and local authorities.

These recommendations are not intended to provide specific physical solutions but rather to outline strategies that could promote community cohesion, reduce anti-social behaviour and ensure that the school remains a central, multifunctional space within the community.

We would like to thank the school for their outstanding support and esteem, namely headmaster Martin Aas and deputy head Benedikte Heldal. We are also grateful to Yngvild Bjørlykke and Sasha Brown for outstanding research assistance and translations.