Rethinking how teachers teach civics and how students learn about democracy has never been more crucial.

Schools can be more than settings for teaching and learning about civic engagement. Schools can also be places where people put democratic principles into practice.

Schools districts have historically lacked robust systems for teachers to work collaboratively on issues such as curriculum, student discipline and assessment. But a growing body of research shows that when teachers work more collaboratively, student outcomes can improve and teachers can be more satisfied in their jobs.

Giving teachers more decision-making power could improve their job satisfaction and their willingness to stay in the profession. Retaining more teachers is important since teacher shortages were acute even before the pandemic.

The intense debate over when, whether and how to hold in-person classes during the pandemic may not at first glance feel like an issue for participatory decision-making. But scientific debates are also political debates, and in the case of in-person teaching and learning, they are also very personal debates for teachers, students and parents.

How much space is needed between desks? Do classroom windows open? Can elementary school students keep their masks on? What should we do about lunch? How can students interact with teachers and with each other during science labs or art classes? How can teachers do their best work while keeping themselves safe and healthy?

Beyond the concerns about masks, ventilation and distancing, teachers have seen firsthand how students have struggled academically, socially and emotionally during the COVID-19 outbreak — isolated from friends and often in families affected by lost jobs and reduced incomes, and in too many cases grieving death in their families.

Our survey found both teachers and parents believe it is absolutely essential for K-12 public schools to ensure teachers have the resources they need to help students who have fallen behind academically or are struggling socially and emotionally because of the pandemic.

So what are the teachers’ ideas for addressing those challenges in curricula, pedagogy, classroom management and assessment? These are all issues about which they can have a voice as experts in education practices, classrooms, students and communities.

Once the pandemic abates, allowing them to participate in decision-making can be an important way to make schools operate more effectively and democratically, to honor teachers’ professional expertise - and put civics lessons into action.

David Schleifer is research director at Public Agenda, a nonprofit, nonpartisan research and engagement organization focused on strengthening democracy, building trust and expanding economic opportunity. This was written for the Fulcrum, which covers what’s making democracy dysfunctional and efforts to fix our governing systems.