When adults think of childhood, many notions are conjured about freedom, space, social interaction, neighbourhood and family. However school, the environment, the location and the institution that constitute the single most dominant feature of childhood from as early as the age of four to at least 16 is often absent from these general reminiscences, perhaps because it remains the environment where children are afforded the least opportunity to assert any personal control over that system. How the educational experience shapes and is shaped by children’s perspectives receive relatively little attention when compared with the perspectives of the adults present in a school community. While many studies present discussions of the challenges facing children and youth, few seek to determine the features of childhood that children value highly, particularly in terms of what it is that helps children to feel positive about their world.

This paper considers the school experiences of key stakeholders, those whose main interests lay within that institution; the leaders, the teachers, the parents and the students. Exploring these viewpoints provides some insight into the ecology of the school a diversity of perception and from a children’s rights perspective identify the conditions that either activate or stifle children’s active participation in an institution solely provided in the name of their best interest. This may be due to adults' view that children have few insights to offer educational reform. This study will provide educators with information that will advise their practice in the provision of services for children from a range of unique perspectives.

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