Student benefits of democratic education can be seen in regards how a student views oneself and how a student views themselves in relation to others, and in regards to individual growth.

       Jorgensen (2004) argues that students who participate in democratic education have a “feeling of well-being” and that “their involvement in [democratic education]… is a positive contribution to [their] formation of character”, it is also “associated with social involvement and social responsibility and a feeling of belonging” (p.123).  Students whose thoughts are heard and contributions are recognized feel a sense of belonging as they have a role to play in their classroom community.  This sense of belonging increases confidence levels, leading to more participation and active learning; students become empowered.  Thayer-Bacon and Bacon (1998) see this as also contributing to a student’s learning of “self-discipline and independence” (p.3).  This demonstrates how a student’s view of themselves and relation to others affects their individual grown in a positive way.

       Thayer-Bacon and Bacon (1998) also look at how students act in supporting their peers in their expression of ideas and contributions. They argue that through supporting their peers in this form of environment, they are able to develop skills that help in identifying other’s needs, foster compassion, and develop flexibility and adaptability (p.170).