Student involvement in policy making.

Should the athletes be given a voice in the policies that govern their eligibility and performance?

By and large, our interscholastic rule-makers and state associations have done an admirable job of devising the kind of rules and regulations that have ensured the proverbial "level playing field" for six million high school athletes.

Though the rules have to be constantly reviewed and often changed, they provide shape and consistency to the vibrant and complex world of interscholastic sports.

Many dedicated people are involved in the administration of this vast rules program, and interscholastic sport owes much to them.

The question that remains to be answered is: What about the athletes themselves? Why have they no voice in the development of the rules that govern their eligibility and their efforts on the field?

Contrary to what we read about the state of education, our young people are smarter and better educated (or at least more broadly informed) than at any period in our history, and they have much to say and many vibrant insights to offer on the conduct of interscholastic athletes.

If we believe in the democratic principle of allowing the governed to participate in the governing process, how do we exclude the voices of six million athletes in the policies directly affecting their lives?

As administrators, shouldn't we maximize their opportunities to grow and learn through meaningful involvement at the policy-making level?

The risks of such involvement is minimal and the potential returns significant. Even if we view the athletes as "problems," it make sense to look at athlete-involvement as part of the solution.

Once we get them involved, we will ensure their acceptance of all the rules and regulations and can expect their assistance in solving any problems.

At Canandaigua Academy (high school), we involve our student-athletes in all of our rules committees, and it has worked out very successfully. Their contributions have been meaningful and valuable and have served to overcome many of the negative stereotypes of students as decision-makers.

The student representatives have a full quota of responsibilities and voting privileges. Key areas in which they have critical input include:

1. Review and development of training rules.

2. Review and development of codes of conduct.

3. Review and revision of athletic department organization.

4. Review of athletic department policies and regulations.

5. Participation as full-fledged members on the athletic board that renders decision on student disciplinary issues.

The feedback from teachers, parents, community members, and students has been overwhelmingly positive.

The students have had a genuine impact on key issues affecting their fellow students. They have changed a "top down" hierarchy into a democratic process of government involving student participation.

Instead of being dictated to, the students are now listened to and their opinions valued. We firmly believe that concept of student involvement and the philosophy of trusting young people to shape a program has promoted growth and responsibility.