Entre la Desconfianza y la Acción: Autogestión Estudiantil en Escuelas Inclusivas

There is an urgent need to advance toward a participatory conception of inclusion that fosters student involvement in school life.However, organizational and cultural barriers that restrict and stifle the possibilities for student self-management remain deeply embedded.This study aimed to explore how students engage in self-managed actions within schools that promote discourses of inclusion.Using a qualitative approach and a case study design across seven schools with inclusion-focused projects, the research employed focus groups and participatory methodologies -including workshops, drawing-interviews, and unfinished storiesinvolving a total of 102 students.The main findings reveal a school context fraught with tensions, where the relationship between students and adult figures is characterized by a breakdown in the legitimacy of institutional roles, which are perceived as disconnected from student ideals.In this void of recognition, student self-management emerges strongly -not only as a reactive response to distrust toward adults, but also as a possibility enabled by inclusive contexts.Student self-management is discussed as a situated form of agency, shaped by institutional dynamics and deeply embedded in affective relations and care practices that characterize a school culture striving to be inclusive.