A gap analysis report published under the Council of Europe project “Democracy Starts in Schools – Engaging Students in Decision-Making Processes in Schools and Communities” examines how democratic participation is implemented in Georgian public schools and identifies key gaps between policy and practice. At the same time, the study outlines policy and practice recommendations aimed at strengthening democratic participation in schools, increasing stakeholder engagement and supporting the development of democratic competences among students to help schools systematically adopt democratic governance practices, in line with Georgia’s legislative framework and Council of Europe standards.

The study confirms that Georgia’s legal and policy framework, including the Law on General Education, the National Curriculum and the Teacher’s Professional Standard, provides a solid basis for student, parent and teacher participation in school decision-making. Public schools also have formal self-governing bodies designed to support inclusive governance. However, the report finds that these mechanisms are not implemented systematically, limiting meaningful participation in practice. To address this gap, the study recommends strengthening implementation and accountability mechanisms and promoting the meaningful participation of students, parents, and teachers in school governance structures like School Boards and self-government bodies.

Conducted between May and September 2024, the study collected quantitative and qualitative data from 61 public schools across Georgia supported by the Council of Europe project. A total of 6,545 students, parents, teachers, and school administrators participated in surveys, while 63 stakeholders contributed through interviews and focus groups. Behavioural science approaches were applied to better understand the gap between intentions and actual behaviour. These approaches helped identify not only structural constraints but also motivational and awareness-related barriers to participation.

Using a whole-school approach, the analysis explores participation in teaching and learning, school governance and culture, and community engagement. While schools demonstrate awareness of the importance of democratic participation and provide examples of good practice, student involvement in shaping teaching and learning remains low. Participation is more common in extracurricular and non-formal activities, while engagement in classroom-level and strategic educational decisions is limited.

The report identifies low awareness of rights, limited skills and motivation, lack of participation opportunities, and structural constraints, particularly in small-size schools, as key barriers to student participation. Cooperation with the wider local community also remains underdeveloped. To address these challenges, the study recommends enhancing structured and routine parental engagement, providing parents with clearer roles and guidance, and strengthening partnerships with local community actors.

Identified gaps between policy and practice and practical recommendations provided in the study directly inform the Council of Europe project “Democracy Starts in Schools – Engaging Students in Decision-Making Processes in Schools and Communities”, which supports schools to strengthen democratic school governance through the whole school approach and to create more opportunities for student participation in decision making processes in schools and communities.