Educational covenant of co-responsibility

A shared agreement between school, families and children to experience school as a community

The contents of this page

Why this covenant is important

Clarifies expectations and responsibilities
supports mutual trust
prevents misunderstandings
educates for participation and respect
Makes the school culture visible

This Covenant makes explicit the values, principles and commitments that guide the daily life of LiberSchool.
It is a foundational document, accompanying the educational journey and strengthening co-responsibility among all its protagonists.

We encourage you to read it at your leisure, possibly at several times, and-when possible-to share and discuss it as a family.

Foreword

“Education is a political act of freedom ” – Liber School Pedagogical Manifesto

Liber School APS proposes an educational pact understood as a dynamic and conscious agreement between children, families and educators to build authentic learning that respects individual rhythms, roles and functions.

At the basis of this educational pact, we would like to place the importance of trust and collaboration among the various protagonists of this path. The task of deciding the direction-and the operational choices to make it concrete-is entrusted to the educational team, which sets its work on the characteristics and needs of the daughters and sons and of the group as a whole.

Liber School APS is:

A democratic community where every voice has value;
A life workshop combining cognition, emotion and direct experience;
a space for guided self-directed learning, characterized by flexible and effective objectives and methodologies, also considering the proposals of the ministerial directions for the curriculum.

1. Shared Principles

From the LiberSchool Pedagogical Manifesto we report some of the salient elements of our educational proposal that we want to highlight here, inviting you to read the entire document, which can be found at www.liberschool.org:

Natural learning: skills emerge from concrete projects, authentic questions, structured activities and free play.
Learning environment: the school environment includes both dedicated spaces within the facility and the surrounding area immersed in nature and an integral part of the educational journey.
Itinerances: these are study trips, organized during the school year, a fundamental part of our experiential curriculum.
School community: great importance is given to the training of the individual, but also to the group as an element of growth, exchange and comparison.
Art: through the use of different materials, musical learning, drama and many other artistic expressions, children have the opportunity to express themselves, discover and build further talents.

2. Responsibilities of the School

To offer diversified teaching-educational experiences where skills and competencies are developed in synergy with knowledge learning: workshops, educational outings, meetings with artisans, professionals and experts in each field of educational interest.
Create an environment of knowledge where individual characteristics, talents and frailties can be expressed and where " error" is considered one of the starting points for learning.
To use, starting from the primary level, Formative Assessment, apt to develop in children and educators meta-cognition, i.e., the ability to identify different knowledge processes: the school uses qualitative observation tools, rubrics and oral and written returns aimed at recognizing the strengths and weaknesses of learning processes, their causes and resolution strategies.
Give attention to the development of soft skills: creativity, collaboration, critical thinking, computer literacy, etc.
Facilitating conflict management with nonviolent tools also for the development of citizenship skills, awareness and different cultural expressions (e.g. speaking circles, active listening, autonomous and guided conflict resolution, etc. ).
Ensure transparency in financial management, consistent with the principles of ODA.
Promote educational moments aimed at families on autonomy, relationship and other topics of educational-pedagogical interest.
Address sensitive and topical issues (topics such as sexuality, death, war, etc.) with sensitivity, listening and open dialogue, without prejudicial positions. Of the topics of greatest interest, the thoughts of the educational team are made explicit through the publication of a written paper, available in the secretary's office and on the school website (www.liberschool.org)
Consider itineraries as an integral part of the school curriculum, planning them in accordance with the educational needs of the children and the possibilities of the families and the educational team. Their participation is mandatory. Families are given advance notice of costs and a non-refundable deposit is required for booking trips and overnight stays.
Carefully choose textbooks, which are used even in part as they are supplemented by other texts and teaching-pedagogical activities, according to the needs and possibilities that arise during the school year. Textbooks are also a valuable support for homework and in cases of prolonged absences of children.
Comply with regulations on the transport of minors, using restraint devices (child seats or booster seats) for cases provided for by Italian and European regulations (Art. 172 of the Highway Code and ECE R129)

3. Responsibility of the Family

This section clarifies the active role of families in school life.

Actively participate in assemblies and meetings in a cooperative and nonjudgmental spirit.
Respect school entry and exit times, which are:
○ for nursery and kindergarten: entry between 8:30 a.m. and 9:30 a.m., exit between 4:30 p.m. and 5 p.m.;
○ for primary and middle school: entry between 8:20 a.m. and 8:30 a.m., exit at 4:30 p.m.
○ Any delays and early exits should be reported with useful notice to the school office to avoid inconveniences that would burden the work of educators.
Allow their children to attend classes regularly; any extended absences should always be arranged with teachers based on the children's educational needs and communicated well in advance to allow teachers to make timely arrangements for what their children will need to do during the period of absence.
Actively support children's autonomy at home as well (e.g., homework management, school materials).
Sharing resources and energy within the school according to one's talents and skills in the school-community vision: organizing workshop activities, volunteer hours, etc.
Accept experimentation as an essential part of the educational journey.
Ensure that children take responsibility for studying at home and doing homework: school prepares children to the best of their ability, but independent study is their and families' responsibility, especially during break times (summer, holidays). Assigned homework is not optional.
Respect the school schedule: the timetable is 8 hours per day (6 classes). Requests for reduced hours should be agreed upon in relation to legal obligations for the state exam and the school's possibilities.
To take their children to the state exam: being a parent school, the exam must be taken at a state school. Compliance is a legal obligation.
Fostering inclusion: in case of need for a support teacher (e.g., Law 104), the school welcomes external figures supported by families who share the LiberSchool's educational path and collaborate with the educator team.
Respect the school's approach to sensitive and topical issues: topics such as sexuality, death, wars, etc., are approached with sensitivity, listening and open dialogue, without prejudiced positions.
Supporting the school's signature philosophical and spiritual approach: festivals related to natural rhythms (solstices, equinoxes) and Damanhurian thought inspire some symbolic practices, never imposed, but experienced as opportunities for connection and reflection. Knowledge and practices from other cultures are also integrated, in harmony with Damanhurian spiritual philosophy.
School canteen: is compulsory except in specific cases (e.g., certified intolerances and allergies, neurodivergences).
To put teachers in a position to comply with the regulations on the transportation of minors by equipping their children with restraint devices (child seats or risers) for the cases required by Italian and European regulations (Art. 172 of the Highway Code and ECE R129). In case of absence, it will be impossible to take the children on educational/training outings on the buses or private vehicles used.

4. Responsibility of the Son

Children, starting from elementary school, are also an active part of the covenant.

Starting with the elementary school band:

Participate in the proposed activities, considering that they are designed and structured to meet your learning styles as much as possible.
Live all moments of social interaction (activities, recess, cafeteria, educational outings, itineraries, etc.) with respect for one's own and others' needs and safety.
Maintain respectful behavior toward self, peers and adults;
Carry out assigned individual work carefully both in school and at home;
In case of communications, remember to have school-family communications signed on time;
Share doubts or difficulties, both during lessons and for assigned homework by asking teachers for necessary explanations and clarifications;
Bring the required teaching materials regularly and take care of them;
Properly uses facilities, equipment, tools and teaching aids without causing damage to school property;
Cooperates in making the school environment welcoming and taking care of it as an important factor in the quality of school life;
Do not use cell phones or other electronic devices (tablets, smartwatches, etc.) during school hours, except as agreed with teachers.
Use restraint devices (child seats or risers) for the cases required by Italian and European standards (Art. 172 of the Highway Code and ECE R129) for your safety and that of your companions.

5. Instruments of Participation

Regarding education for active participation in the school community (also present in the ministerial directions of Civic Education), the school is committed to:

Use correct and respectful language in all environments attended, in presence and online;
Do not use digital tools and media to attack, denigrate, insult and harass, knowing that these behaviors are offensive and create resentment, sadness and conflict;
Organize Thematic Committees: parents, teachers and outside facilitators collaborate on specific projects (e.g., vegetable garden, library, workshops);
Use the Circle as the main space for discussion, sharing and conflict resolution;
Call Assemblies: participatory meetings in which children/families/teachers build the educational path together;
Nurture in pupils the knowledge and practice of values such as responsibility, honesty, participation and solidarity also using the Constitution of the Italian Republic, other European countries and Damanhur as references.
Creating and managing digital identity awareness, implementing the skills needed to manage and protect the data that is produced through various digital tools, environments and services;
To educate in the proper use of digital technologies, enabling children/children to make conscious use of them, which is instrumental for them with respect to their own physical and psychological well-being;
Understand how digital technologies can affect mental and physical well-being and social inclusion (with a focus on bullying and cyberbullying);
Organize staff training activities concerning issues related to the teaching of respect education (civic education with special attention to the phenomena of bullying and cyberbullying);
Watch carefully, recognizing manifestations, even mild ones, of personal or social distress.

Parents commit to:

Use correct and respectful language in all environments attended, in presence and online;
Do not use digital tools and media to attack, denigrate, insult and harass, knowing that these behaviors are offensive and create resentment, sadness and conflict;
Support and promote the school's initiatives aimed at fostering autonomy and a sense of responsibility, including in the conscious use of digital tools and new technologies, in order to preserve the well-being of the entire community (effectively preventing and countering bullying and cyberbullying);
Share with teachers any uncomfortable situations they become aware of;
Support and accompany their child(ren) in remedying any damage or inconvenience caused within the school setting;
Discuss and share with their child(ren) the Educational Covenant of Co-responsibility signed with the school.

The children/children commit to:

Use correct and respectful language in all environments attended, in presence and online;
Sharing the principles expressed in the Liber School Pedagogical Manifesto ( such as responsibility, honesty, participation and solidarity, etc.);
Do not use digital tools and media to attack, denigrate, insult and harass, knowing that these behaviors are offensive and create resentment, sadness and conflict;
Report to teachers and parents incidents of bullying or cyberbullying that they were a victim of or witnessed;
Accept and implement the solutions decided together with (by) the school as a result of behavior that is not respectful of others' and one's own dignity, as per the Rules of Discipline.

6. Conclusion

“A family school is such only if the whole community lives it every day.”
LiberSchool Manifesto

By signing this covenant, we commit ourselves to:

Building equal relationships, without power dynamics, respecting roles and their inherent functions with mutual trust and positive thinking;
Researching together rather than imparting absolute truths;
Taking care of common spaces as a collective good;
Experience school as a shared experience of learning and growth in which personal contribution is aimed at improving the common good.

Download the Educational Covenant

The Educational Covenant of Co-responsibility is also available in PDF format for offline reading and signing