The COVID-19 pandemic and associated transition to either wholly online classes or a combination of face-to-face and online presented challenges but also the potential for flexibility. For example, it provided an opportunity to allow students greater influence over some decisions traditionally made by teachers. Previous research suggests that allowing individuals agency in decisions encourages greater engagement and responsibility (Birdsell et al., 2009). Thus, during the 2021-22 academic year, the teacher-researcher allowed students a choice in matters such as lesson format and assignment deadlines, then later surveyed students to establish the extent to which this experiment in class democracy was well-received, and whether or not democratising the classroom benefitted the learning environment.

In this presentation, these survey results will be discussed. The analysis reflects on, for example, whether too many decisions were allocated to students (or not enough), how to be mindful of minority voices in any ‘voting system’, and whether allowing students a role in decision-making increases their motivation, or all too often results in students choosing the “lazy” or easier option. This presentation will provide a summary of the decision-making progress, the results from student surveys, and how this will affect future decisions in the classroom.