School Participatory Budgeting in Arizona: Lessons from three case studies

• In Event: Civic Education and Democratic Renewal: The Possibilities and Limits of School Participatory Budgeting

Abstract

School participatory budgeting (SPB) in Arizona has a relatively recent but impactful history, reflecting a broader trend toward embedding civic engagement and student voice in decision-making processes within K-12 schools. Beginning in 2013, SPB in Arizona began within one high school in the Phoenix Union High School District (PXU), one of the state's largest and most diverse school districts. This initiative aimed to directly involve student voice and choice in how a portion of the school budget was allocated.

In this presentation, we explore how the success of this initial SPB process led to increased interest and the gradual adoption of SPB in other schools across the state. In recognizing the potential of SPB to enhance citizenship education, civic engagement, and school democracy, over 70 Arizona schools to date have implemented SPB, with students leading decisions on budget allocations for projects they deem important, such as bathroom remodels, improved campus lighting, art supplies, school gardens and other green spaces, and solar-powered charging stations for personal devices.
The first case of SPB focuses on the intentional inclusion of students with disabilities in a middle school’s SPB steering committee (Bartlett et al., 2020; 2023). Emphasis was placed on not only involving historically marginalized students in budgetary decisions but also integrating SPB into the social studies classes and curriculum as an experiential civic learning tool. The second case entails the use of the SPB process as a method to address school safety issues in a large and diverse high school district. Through aSPB, students, families, and school district staff ideated and discussed different priorities and concerns, resulting in the district-wide adoption of several student-championed ideas. The third case examines how SPB enhances students’ social-emotional learning capabilities. Findings from this case study in a K-8 school district show how the SPB increased school-community relationships and trust and fostered students’ self-efficacy, critical thinking, and empathy.

SPB in Arizona has empowered thousands of students to actively participate in their school communities, providing them with practical experience in governance and budgeting. The initiative has demonstrated positive outcomes in terms of student increases in civic knowledge, attitudes, skills, and practices, as well as healthier school climates and the development of young community leaders. The history of SPB in Arizona reflects a growing recognition of the value of student participation in governance and the potential of such initiatives to enhance civic education and engagement among young people.

Author

• Tara Lynn Bartlett, Arizona State University