Evaluating a wholeschool guidance programme: a mixed-methods study on student voice, relational climate, and institutional practice
DOI:
https://doi.org/10.7346/sird-012026-p96Keywords:
Agency development, Student voice, Relational pedagogy, Mixed-methods evaluation, Whole-school approachAbstract
This study reports a mixed-methods evaluation of a whole-school guidance programme implemented during the early phase of a structurally embedded national reform in Italy. Adopting a single-case design, the research integrates student (N = 565) and teacher (N = 17) perspectives to examine how the programme was experienced across three dimensions: personal growth, orientational development, and relational climate. Data were collected through anonymous postintervention
questionnaires combining Likertscale
items and openended responses. Quantitative findings indicate that relational climate received the highest evaluations in both stakeholder groups, whereas personal growth showed more moderate and variable student ratings. Teachers consistently reported stronger perceived impact in agencyrelated
domains than students. Thematic analysis confirmed the salience of dialogical interaction and reflective space. The findings highlight the value of cross-perspective evaluation in understanding guidance reform implementation.
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Copyright (c) 2026 Daniela Canfarotta
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