What is Ladder of Participation by Roger Hart ?

The Ladder of Participation by Roger Hart is a model that categorizes different levels of children's involvement in decision-making processes, particularly in community, school, and other social contexts. Developed in 1992, Hart’s ladder is based on Sherry Arnstein’s "Ladder of Citizen Participation" but is tailored specifically to children's participation. The ladder is a valuable tool for assessing and understanding the extent to which children genuinely engage in decisions that affect them. It consists of eight rungs, each representing a different level of participation, ranging from non-participation to full engagement and empowerment.

Overview of the Ladder

The ladder is divided into two main sections:

• Non-participation: The lower rungs (1-3), where children are not genuinely involved and are either used, misled, or manipulated.
• True participation: The higher rungs (4-8), where children are genuinely involved, empowered, and able to influence outcomes.

The Eight Rungs of Roger Hart’s Ladder of Participation

1. Manipulation

• Description: At this level, children have no meaningful role in the activity or decision-making process. Instead, adults manipulate them to support a cause or create an illusion of participation.
• Example: Children are made to attend a community rally to increase numbers without being informed about the rally’s purpose or allowed to express their views.

2. Decoration

• Description: Children are used in a way that may appear participatory, but they have no actual influence. They are "decorated" to showcase the program's inclusivity without true involvement.
• Example: Children perform a song or dance at an event to "decorate" a campaign, even though they have not been consulted or involved in planning or understanding the campaign’s objectives.

3. Tokenism

• Description: This stage gives a superficial appearance of children's involvement, but in reality, they have little to no impact on decision-making. Children may be given a platform to speak but are not actually heard or considered.
• Example: A school organizes a student council and asks children to share their views on playground improvements. However, their suggestions are ignored, and decisions are made solely by adults.

4. Assigned but Informed

• Description: At this level, children are given specific roles and tasks and are informed about how and why they are involved. They understand the project's goals, but their role is still determined by adults.
• Example: In a school recycling project, students are assigned to collect recyclables from classrooms and are informed about the environmental impact. However, they were not involved in the project’s planning or decision-making.

5. Consulted and Informed

• Description: Children are asked for their opinions, which are taken seriously by adults. Children are informed about how their input will be used, but adults still have the final say.
• Example: A city council consults with children on plans for a new playground, gathers their ideas, and considers them when finalizing the design. The children are informed about how their ideas have influenced the project, even though adults make the final decisions.

6. Adult-Initiated, Shared Decisions with Children

• Description: Here, adults initiate the project but involve children in decision-making processes. The collaboration allows children to have substantial input and influence, though adults guide the process.
• Example: A teacher initiates a community service project, such as a neighborhood cleanup, and works with students to decide how to approach it, what tasks to undertake, and how to organize resources.

7. Child-Initiated and Directed

• Description: Children initiate a project or activity and are in full control of decisions. Adults may provide support or resources but do not interfere with the children’s decisions.
• Example: Students decide to form an environmental club, develop goals, organize meetings, and lead activities such as tree planting, with teachers providing only logistical support.

8. Child-Initiated, Shared Decisions with Adults

• Description: This represents the highest level of participation, where children initiate a project or activity and work collaboratively with adults, making decisions together. Adults and children share equal power in the decision-making process.
• Example: Youths in a community identify the need for a youth center and approach city officials. Together, they plan the center, discussing everything from location to activities, with both parties having an equal say.

Importance and Benefits of Hart’s Ladder of Participation

Hart’s Ladder highlights the spectrum of children's involvement, emphasizing the difference between genuine participation and non-participative activities. True participation (levels 4–8) fosters a sense of ownership, enhances children’s self-esteem, and helps develop skills such as decision-making and responsibility. It also promotes social inclusion, respects children’s rights, and contributes to better outcomes in projects impacting them.

Applications in Various Fields

• Education: Teachers can use the ladder to assess students' roles in school projects or councils. Moving towards higher rungs encourages student autonomy and leadership.
• Community Development: Community leaders can ensure that youth voices are genuinely incorporated into planning processes for community services or recreational facilities.
• Social Work and Child Advocacy: Social workers and advocates can use the ladder as a guide for involving children in decisions about welfare services or family support, ensuring ethical and empowering practices.

Criticisms of Hart’s Ladder

While Hart’s Ladder provides a valuable framework, it has been criticized for implying a hierarchy in which higher levels are always preferable. In reality, the appropriate level of participation may vary depending on the child’s age, interests, and context. Additionally, some argue that the model is too linear and doesn’t account for the dynamic nature of participation, which can shift within projects.

Conclusion

Roger Hart’s Ladder of Participation is a fundamental tool in assessing and promoting meaningful child participation. It enables adults to identify levels of involvement and work towards more empowering and inclusive practices. By progressing up the ladder, organizations and individuals can support children in developing as active, engaged members of society.