Teachers’ views on students’ experiences of community involvement and citizenship education

Research output: Contribution to journalArticlepeer-review


  • Gillian Hampden-Thompson
  • Jennifer Jeffes
  • Pippa Lord
  • Ian Davies
  • Maria Tsouroufli
  • Vanita Sundaram

Colleges, School and Institutes

External organisations

  • University of Sussex
  • Durham University
  • National Foundation for Educational Research
  • University of York
  • University of North London


Based upon the findings of a national survey of school coordinators and leaders on citizenship and community cohesion, this research indicates that teachers perceive their students to feel a sense of belonging to multiple communities, each with their own required actions for effective participation. There appears to be wide variation in the characteristics of students’ engagement in community activities depending on their individual needs and circumstances. While there is convincing evidence of schools successfully implementing strategies to equip students with a conceptual understanding of their roles as citizens, the research also identifies a need to develop students’ practical skills and self-efficacy to interact with their immediate and wider communities. In order to support students to participate most effectively in their communities, there is a need for schools to provide tailored support to those groups of students who may otherwise be least likely to participate in community activities.


Original languageEnglish
Pages (from-to)67-78
Number of pages12
JournalEducation, Citizenship and Social Justice
Issue number1
Publication statusPublished - 15 Mar 2015


  • citizenship education, community cohesion, schools and communities

ASJC Scopus subject areas