This article sets out to explore how young people understand and experience the notions of democracy and participation in their secondary schools. We draw on their own words to examine their perspective on "participation" in everyday life at school to understand what kind of democratic education they are participating in. The article forms part of the "Demoskole" project, which studies democracy and the participation of school community members in secondary schools in Catalunya (Spain). To date, our fieldwork suggests that while, in most cases, the opportunity for pupils to participate in decision-making processes is limited, there are differences between schools. Two factors, in particular, appear to have a significant impact in terms of improving pupil participation. The existence of relationships based on trust and more horizontal forms of collaboration between teachers and pupils leads to a sense of wellbeing. This, in turn, has an effect on the atmosphere within the school. The article focuses on the characteristics that distinguish the three schools that took part in the study with the aim of analysing those elements that lead to the creation of a more or less democratic atmosphere in the relations between the various members of the school community.