The acknowledgment of the value of children’s voice originated from Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) which states that: ‘States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child’ (UN, 1989).

Social and educational researchers (Corsaro, 1997/2003; Hunleth, 2011; Palaiologou, 2012; Qvortrup, 1987/1991) have also recognised children as:

active agents who have to right to express their viewpoints on all the questions affecting their lives;

competent and reliable informants of their own experience, who can contribute with valuable ideas.

Building on these reflections, several scholars have pointed out (e.g. Dürr, 2005; Himmelmann, 2001; Johnny, 2005; Osler & Starkey,1998; Osler, 2000) that the value of encouraging children – especially in the school environment – to explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view; and involving them in decision-making does not only concern recognizing their competence and their rights. It also implies providing opportunities for children’s active participation and co-responsibility, and, thus, empowering them for their future role as citizens through an experience with democracy as a form of living.