Abstract
This study qualitatively examines how collaboration between schools and external personnel influences student attitude change in student-led school rule-revision activities in secondary education. Interview data were collected from six students and four teachers across four schools and analyzed using Steps for Coding and Theorization (SCAT). The analysis identified several forms of student attitude change, including the development of self-efficacy, increased proactive participation, and empathetic and supportive behaviors in collaborating with people in different roles. The factors contributing to these changes were organized into two categories. The first category covers characteristics of the educational program, including the involvement of teachers and external personnel, organizational support from the school, and a strong emphasis on dialogue within the activity design. The second category encompasses cognitive experiences that emerged during the activity, such as changes in self-perception, gaining the perspectives of others, and recognizing changes in others. Based on these findings, this study discusses the implications for designing future educational programs focused on five aspects: (1) thematic focus of the activity ; (2) duration of the activity ; (3) roles of external personnel ; (4) positioning of the activity within the school context ; and (5) role of the school in supporting collaboration.
https://ror.org/03frj4r98 
