It is particularly interesting that many students felt teachers were either angry or stressed given that it tallies with information from teachers themselves who spoke often of the heavy workload they have to endure due to shortage of resources (as is discussed in the section on outcomes of the meeting with parents/teachers). The Council of Europe study proposed that ‘values or rationales of people who do not listen to children are probably linked to the question of professional status and expectations’. It thus posited the hypothesis that hierarchy is an explanatory factor, which stops professionals from being more participatory. The professional are: [T]rapped in a double-bind relationship where they have to prove and establish their authority and expertise in a given field while at the same time being asked to listen to children as if they knew more than them. Adults therefore tend to resolve this double injunction to the detriment of children: they do not listen to them very much because they are afraid this would be interpreted in the professional sphere as proof of incompetence.38 In contrast, those who do not have such a relationship with children are not encumbered by such considerations of status and can, therefore, afford to listen to children more. This hypothesis is applicable in a Maldivian context, as can be seen from the comments made by children discussed above. Further support for its applicability can also be seen in the views and opinions of parents/teachers discussed later in this report. These hindrances to children’s participation is compounded by a lack of knowledge and awareness among such figures of authority in the Maldives, as is also discussed later. 38 Council of Europe, “Child and youth participation in Finland”, 2011, accessed on 12 October 2011, http://www.coe.int/t/dg3/children/participation/PolicyReview_en.pdf , 35 31