Canarian students feel their proposals are neither heard nor considered, despite being a fundamental pillar of the educational community. Their demands focus on crucial aspects such as mental health, affective-sexual education, and improving school coexistence.
“"There is an almost institutional and structural lack of interest in genuine student participation."
A spokesperson for the student organization, who has been involved with the entity for five years, points out that many students wish to contribute ideas and carry out activities but encounter numerous obstacles. This situation is attributed to teacher overload and a traditional view of the educational system that does not value active student participation.
The student organization proposes strengthening comprehensive education, with special attention to affective-sexual, mental, and emotional well-being. They also advocate for including “life skills” that prepare young people for their future, including their interaction with administrations.
“"We cannot expect them to be everything. Teachers, of course, must be trained and capable of detecting warning signs, but they cannot handle all responsibilities alone."
In this regard, the student organization defends the need to incorporate more professionals into schools, such as psychologists or social workers, and to strengthen guidance staff. They suggest that, while a psychologist may not be needed in every center, they could be available by zones to monitor students with mental health issues.
Regarding the upcoming teacher authority law, currently being processed in the Parliament of Canarias, the student organization believes it “adds nothing new” and demands “concrete actions” from the Ministry of Education. They argue that classroom conflicts reflect deeper social problems that should be addressed with complementary policies.
Other demands from the organization include boosting Vocational Training (FP) with an adequate offering, guaranteeing school and public transport, and familiarizing students with the functioning of administrations from school, for example, to obtain digital certificates. They lament the lack of student interest in politics, emphasizing that decisions like obtaining scholarships or accessing university residences are inherently political, and call for fostering democratic participation from within classrooms.
