The appointment has arrived! The first quarter class councils started at the end of November. An important moment for the class delegates, who must listen carefully to all the remarks of the teachers, take notes, defend certain comrades and report problems encountered by the class. It is then up to them to report the words of the teachers to the students. Delegates also participate in disciplinary councils. And throughout the year, they play the role of student spokespersons in the event of a problem relating to the pedagogical operation. They are also the relay of the teachers in case of change of timetables, instructions to be shared…
A role of mediator which requires knowing how to speak and argue in public, but also to be empathetic, dynamic, attentive. Responsibilities that do not frighten students, as shown a study* National Institute of Youth and Popular Education (Injep) published in December 2021: according to this, a quarter of 13 or 14-year-old students have been elected class delegates since entering college. College students from more privileged backgrounds engage more frequently: 30% of children of executives, but only 21% of those of unskilled workers were elected delegates during their college years.
“I loved my role as a representative of my comrades”
Many remember with nostalgia this role which they took very seriously. This is the case of Julie, who responded to our call for witnesses and who has a long experience as a delegate, since she was one from the 6th to the final year: “I loved my role as representative and support from my classmates in class councils. I even had to go and speak in favor of a student during a disciplinary council. It was very enriching and rewarding to be the referent of my comrades. “It is above all the strong tension that accompanies the class councils that leaves the most memorable memories: rants, giggles, emotional moments, incidents… Fabienne, who was delegate from the 5th to the 3rd, has lots of images that come to mind: “I remember serious duels with some teachers who didn’t take us seriously or who abandoned some students because they weren’t good at their subjects. I also remember, in ninth grade, helping two or three classmates move up to second, by comparing their marks and their assessments with those of other students.
Being a delegate also means learning to work as a team with another representative. This sometimes leads to unexpected friendships. Marie had this chance in 6th grade: “I was at the top of the class, which gave me a certain legitimacy with the teachers, and I teamed up with a student who was rather a tough guy, a bit of a rogue. We were complementary. We defended the oppressed. I think he was my very first work colleague in fact! Subsequently, in my professional life, I was a staff representative. »
“In the end, I was not used for much”
And when they feel they are useful, delegates take pride in it. Like Quentin, who always talks about one of his small victories with pleasure: “In terminale ES, in a very strict private Catholic high school, we succeeded with two other delegates from other classes in negotiating a departure in class green in Amsterdam… for cultural purposes. Under the cover of museum visits, we took full advantage of the city’s other assets, less cultural ones! Fabienne also had the impression of being someone in her class: “I was appreciated and the students did not hesitate to come see me to talk about their problems, but also to say what was good (in particular fries in the canteen). »
Fewer are the students who have not had a good experience. In particular because they did not feel taken seriously by the teaching staff. This is the case of Simon, whom his classmates elected in 4th and 3rd and who was also a student representative on the board of directors of the college: “I have no strong memories of class councils or councils of administration, as if the real discussions were happening elsewhere, and that these meetings only served to formalize things that had already been decided. The parents of elected students were more committed and dared to contradict the teachers and the administration to defend the students. »
A feeling of uselessness shared by Peter, who was however delegated from CM1 to 4th: “It must have flattered my ego, but in the end, I was not of much use”, he believes. Delphine, she downright kept bad memories of this experience, when she was in 1st. “After attending the class council, I was so disgusted with the teachers’ thoughts on the students that I resigned. It was the first time that the teachers attended this! Because this mission should never be a priesthood.