Student Voice

At OBS, we hold autonomy and co-determination as fundamental values that shape our educational philosophy. Our school community actively collaborates with our students to continually refine our approach to education.

Independence, motivation, creativity, and courage are the essential skills that pave the way for a successful future. While we cannot predict all the challenges our students will encounter, we can certainly equip them to face them head-on. We achieve this by instilling a sense of responsibility, encouraging active involvement in shaping their daily school experiences, and providing personalised and independent learning opportunities.

At OBS, “student-centered” is not merely a catchphrase; it’s deeply embedded in our philosophy. We offer our students the opportunity to regularly assess their academic progress and make decisions about their preferred learning style. Moreover, we actively seek their input on curriculum content and the overall direction of our school. To facilitate this, we have introduced a comprehensive array of specific programmes, ensuring that student participation in shaping the school environment is an integral part of our educational ethos.


Our class representatives and their deputies meet weekly in class council (LPR). They present the concerns and ideas of the students in their classes and discuss solutions and projects and events that will be organised.

The “Respect Guides” foster a culture of mutual respect within the school student community. They facilitate open communication among the students and offer guidance and support in upholding the school’s core values. Elected directly by their peers to ensure alignment with the student body’s expectations, candidates aspiring to be a “Respect Guide” must articulate their vision in a speech , earning at least 70% of the student vote to be appointed.

In situations that cannot be resolved by the “Respect Guides” alone, it remains unnecessary to immediately involve teachers or the school management because our trained “Peace Mediators” step in. These students work alongside their peers, helping them to reflect on their actions and consider appropriate outcomes. To be elected as a “Peace Mediator” the candidates need to offer suggested approaches, to the “Respect Guides” and the LPR, to various case studies they are presented with. In order to be elected, they need 80 per cent of the votes. The system serves to ensure that our “Peace Mediators” are trusted by their peers to handle sensitive issues with discretion, fairness and empathy.

Fostering Leadership and Collaboration Through Student Roles

Both “Respect Guides” and “Peace Mediators” meet on a weekly basis under the guidance of a specially trained teacher. This mentorship, as well as a 2 day workshop, focuses on mediation, team-building, leadership and communication skills.

These roles share a core purpose: to enhance proactive, positive cooperation. They equip our students with essential skills, such as critical inquiry, initiative, understanding group dynamics, and forging unity within a team. These competencies are invaluable, serving our students well into their futures.


Our students, teachers and parents are assigned to four different houses. All family members, i.e. parents and siblings, are always assigned to the same house. This creates heterogeneous groups with different age groups, abilities and experiences. Each of the houses is in turn led by a captain whois directly elected to office by the participating students. The houses can collect points from various activities, whether UNO or table football tournaments, swimming competitions or sack races – fun and games take centre stage.