I would be of the firm belief that children should constitute a significant stakeholder in your systemic model for co-reform. I would even venture to assert that they be regarded as the first and central stakeholder, so that they themselves and not their learning be placed at the center of your model. -C.G.
While students are definitely stakeholders in the model, I am reluctant to place them at the same level as the other stakeholders. This reluctance stems from my perceptions of children's inability to establish or define the most valuable learning outcomes for themselves. In my own research I have come across cases of learners avoiding certain content areas because they feel that content would be unsettling. As learners get older they should develop a better ability to define their own learning paths, but even at the university level students still often have difficulty in making good learning decisions.
Student learning should remain at the center of the model so that everyone else involved in the system has a constant reminder of the overall goal of the system. I like Susan's sugestion of adding a " fifth corner " that includes students. This way, students could have an input into the system, but would be guided in that input by the other stakeholders. Even then, I retain some reservations about third-graders' ability to set priorities for themselves in terms of learning goals.