Examining the impact of school participatory budgeting: a psychosocial approach

This chapter considers the educational effects of Participatory Budgeting from a psychosocial perspective. Drawing on some of the theoretical frameworks in this field, analysis is performed of the designs and empirical data of the different studies. The results show how participation can develop democratic skills while at the same time improve group relations. The Ágora Infantil process is discussed in particular depth due to its design aimed at minimizing self-selection and incorporating those less likely to participate. The studies of this process show an improvement in group cohesion, identification, inclusion, friendship and work networks, a reduction of negative interactions and increased psychological empowerment. As a whole, the cases studied illustrate the importance of taking into account the interaction between individuals and their context in both the design of processes and the interpretation of their results.