Student voice

Last updated
Student raising a point in a Shimer College class, 1967 Shimer class Recondite 67 2.jpg
Student raising a point in a Shimer College class, 1967

Student voice is the individual and collective perspective and actions of students within the context of learning and education. [1] [2] [3] It is identified in schools as both a metaphorical practice [4] and as a pragmatic concern. [5] Tech educator Dennis Harper noted that student voice gives students "the ability to influence learning to include policies, programs, contexts and principles." [6]

Contents

Practice

According to Adam Fletcher, student voice is a phenomenon that has always been present in schools; what makes it noticeable is the willingness of educators and others to listen to student voice. [7] Rebecca Coda and Rick Jetter also argue that student voice should not be viewed as a form of "treason", but rather should be viewed as a partnership between adult and student. [8]

Student voice work is premised on the following convictions:

Several typologies differentiate the practices that identify as student voice. [10] [11] [12] One identifies multiple roles for students throughout the education system, including education planning, research, teaching, evaluating, decision-making and advocacy. [13] [14]

Administrative approaches

The presence and engagement of student voice has been seen as essential to the educational process since at least the time of John Dewey, if not long before. In 1916 Dewey wrote extensively about the necessity of engaging student experience and perspectives in the curriculum of schools, summarizing his support by saying: [15]

The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts.

Today student voice is seeing a resurgence of importance as a growing body of literature [16] increasingly identifies student voice as necessary throughout the educational process. [17] Areas where advocates encourage actively acknowledging student voice include curriculum design and instructional methods, Educational leadership and general school reform activities, including research and evaluation. [18]

Curricular approaches

Specific types of activities that can specifically engage student voice include learning by teaching, education decision-making, school planning, participatory action research, learning and teaching evaluations, educational advocacy, and student advisories for principals and superintendents. [19]

Service learning

Engaging student voice is a primary objective of service learning, which commonly seeks to entwine classroom learning objectives with community service opportunities. Student voice is also present in student government programs, experiential education activities, and other forms of student-centered learning.

Student as education decision-makers

Engaging students as educational decision-makers is the practice of actively teaching young people responsibility for their education by systematically engaging them in making choices about learning, schooling, and the education system in areas ranging from what affects them personally to what affects an entire student body to what affects the entire school system.

Choosing curricula, calendar year planning, school building design, teacher hiring, and many more issues are often seen as the duties of a school principal or teachers. Today those roles are increasingly seen as avenues for student voice. Students are joining boards of education at all levels, including local, district, and state boards. Some education agencies engage students as staff in programs where they make decisions about grant making, school assessment, and other areas. [20] Students are also participating in decision-making by establishing and enforcing codes of conduct and in personal education decision-making, such as choosing classes and deciding whether to attend school.

Worldwide examples

Education reform has long been the domain of parents, teachers, school administrators and politicians. In some nations, however, there is a growing trend of greater student participation in scholastic affairs.

Australia

The Connect journal, published in Melbourne, features dozens of examples of student voice throughout education in its bi-monthly publication.

The Victorian Student Representative Council is the umbrella or peak body of students in Victoria, Australia. It is supported with funding from the Victorian Department of Education and Training. The VicSRC is an organisation run by secondary school students, elected by their peers.

The New South Wales Student Representative Council is the peak student leadership consultative and decision-making forum in New South Wales. [21]

Canada

Including student voice on district school boards was mandated by the Ontario Education Act in 1998. Students in each one of the 72 provincial school boards are represented by a 'pupil representative', commonly called "Student Trustee". They are meant to represent the needs and concerns of students in discussions with the school board administration and the province. The Ontario Student Trustees' Association, OSTA-AECO, has become Ontario's chief student stakeholder, providing professional development to its members and advocates for students' educational interests. [22] The Society for Democratic Education is an organization in Toronto that includes many aspects of heightened student inclusion in education reform policy. The Society for Democratic Education was founded in early 2005 by Bianca Wylie. It has published several essays and position papers that discuss the importance of wide-scale education reform, especially in how it applies to secondary level education and civic education. [23]

Another Canadian organization of note is Learning for a Cause founded in 2004 by educator and poet Michael Ernest Sweet Learning for a Cause which promotes student voices for social change through creative writing and publishing opportunities for Canadian students.

Provincial governments and Ministries of Education across Canada are also getting on board with student engagement and student voice. Alberta Education launched Speak Out – the Alberta Student Engagement Initiative in November 2008 and thousands of students have been sharing their ideas on how to improve how education looks and feels for them.

Ontario's SpeakUp initiative seeks students ideas on what strengthens their engagement in their learning. Ontario's student voice program is centered on four main initiatives, the Minister's Student Advisory Council (MSAC), SpeakUp projects, SpeakUp in a Box and Student Regional Forums.

The Minister’s Student Advisory Council (MSAC) is composed of sixty students, from Grades 7 to 12, they are selected annually to share their ideas and submit recommendations directly to the Ontario Minister of Education. MSAC also determines the themes for Regional Student Forums taking place during the school year. The members of the Minister's Student Advisory Council have been selected in each year since the inaugural year including 2010, 2011, and 2012. SpeakUp projects are micro-grants for students. Student submit applications for projects they have designed that support the goals of the Student Voice initiative, over 1.2 million dollars in grant money is available yearly. Over 5000 SpeakUp projects have been led since 2008. Regional Student Forums are held across the province where students are invited to explore, discuss, and make recommendations about factors that facilitate/hinder their learning. Last, SpeakUp in a box allows students to hold their own forums for 30 people free of charge with the Ontario Ministry of Education providing the materials to do so. More information is available at SpeakUp.

The Calgary Board of Education, in 2010, launched the Chief Superintendent's Student Advisory Council – a group of high school students with student representation from each of the Calgary Board of Education's high school programs. They meet regularly with the Calgary Board of Education's Chief Superintendent, Naomi Johnson, to discuss issues in the system and propose solutions. [24]

Student Voice Initiative is a national movement in Canada to give students a voice in their education. Student Voice Initiative operates on a foundation of support from policy-makers, school administrators, academics, and students from across North America and the world in support of giving students a greater voice in their own education. [25] The core mandate of the organization arose from the success of the 'student trustee' position within the Ontario education community, which has fostered a student leadership framework ranging from student councils at every school, to student senates and student trustees at the regional or district school board level, to the formation of a provincial stakeholder in the Ontario Student Trustees' Association.

Chile

A powerful example of student voice in school improvement comes from the 2006 student protests in Chile. Throughout the spring of that year, public high school students from across the country began a series of protests, school takeovers, and negotiations designed to bolster support for public education improvement. After seeing the massive effect of the students, government officials met their demands and are working to support ongoing reforms as necessitated by students.

The government's failure at meeting the core student proposals triggered the biggest social protests in Chile since the return of democracy, in 2011.

United Kingdom

The UK has had a long history of student voice, from Robert Owen's school in New Lanark (allowing the children to direct their learning through questioning, 1816) to Neillie Dick's [26] anarchist school in Whitechapel (set-up by her in 1908 aged 13); A. S. Neill's Summerhill School and Alexander Bloom's [27] St Georges-in-the-East (1945–55). Summerhill School children and staff have been fighting for greater children's rights in schools, running training sessions, presentations and workshops for teachers and children at the House of Commons, London's City Hall, Universities and Schools. They lobbied at the UN Special Session on the Child, [28] spoke at UNESCO [29] and have lobbied the Select Committee on Education. [30] Summerhill School children facilitated the first secondary school children's conference in Dover, [31] involving some 10 schools. Tower Hamlets primary school children have learnt about Summerhill and their legal fight [32] for their children's rights; and regularly work with their local town hall to express their views with the support of HEC Global Learning Centre, including primary conferences. [33]

The most extensive, sustained programme of student voice research in the UK was carried out by the late Professor Jean Rudduck (Faculty of Education, University of Cambridge) [34] and Jean's pioneering work spanned 20 years, helping to establish the principles of student consultation and student participation in practice, policy and research. Jean co-ordinated the ESRC Teaching and Learning Research Programme's Network Project, 'Consulting Pupils about Teaching and Learning' [35] and her work has had a profound influence on the student voice movement, both in the UK and beyond.

StudentVoice is the representative body for secondary students in England. It aims to support students in expressing their views about education by providing workshops and a network of support with other secondary school students. The National College for School Leadership provides career-long learning and development opportunities, professional and practical support for England's existing and aspiring school leaders. Their goal is to ensure that school leaders have the skills, recognition, capacity and ambition to transform the school education system into the best in the world. [36]

The Phoenix Education Trust supports democratic education and helped to found StudentVoice It aims to explore and support education in which children are trusted and respected and their participation in decision-making is encouraged. [37] involver supports schools to develop sustainable structures for effective student voice, school councils and participation, and work with teachers and pupils in primary, secondary and special schools. [38] involver provides training, resources, ongoing support and access to a large UK network of schools.

Some state schools are also pushing student Voice internally and independently across the UK. Schools like Quintin Kynaston Community Academy are now recognised for having one of the largest and most active Student Voice 'faculties' in the country.

Ireland

In Ireland, the Irish Second-Level Students' Union (ISSU) is the national umbrella body for second-level school Student Councils. [39]

United States

Many national organizations and media outlets across the United States have addressed student voice recently, including KQED, [40] Edutopia, [41] the Washington Post , and others. They are finding organizations like Student Voice, What Kids Can Do and SoundOut, as well as local efforts happening across the country.

Pushing Boundaries Consulting, LLC is dedicated to ensuring that student voice leads a reform in education through the Let Them Speak! Project including the work of Rebecca Coda, Rick Jetter, and student ambassador Isaiah Sterling. [42]

SoundOut is an international organization that has promoted student voice since it was founded in 2002. [43] In addition to projects across North America [44] and numerous academic citations of their works, SoundOut has also been recognized by UNICEF as "a helpful organization that focuses on promoting student voice in schools." [45] SoundOut's founder, Adam Fletcher, is author of The Guide to Student Voice and the forthcoming Meaningful Student Involvement Handbook. The organization has also published several works related to meaningful student involvement, students on school boards, and student voice.

Student Voice is a nationwide grassroots organization that works to unite and elevate the student voice. Through the use of their @Stu_Voice Twitter page, thousands have come together to speak out using the #StuVoice hashtag during weekly Student Voice chats. Student Voice allows any student to publish blog posts on their website, providing a platform for their voices to be heard. Student Voice hosted the first-ever student voice summit on April 13, 2013, in New York City. [46]

What Kids Can Do shares stories of student voice throughout the educational process, both within the school system and throughout the community. Their highlights emphasize exceptional learning, belonging, and engagement of students in a variety of capacities for a variety of purposes, the greatest of which is in order to promote student voice. WKCD has authored several books about student voice, primarily written by Kathleen Cushman working with high school students, including Fires in the Bathroom: Advice from high schools students for teachers and Sent to the Principal's Office. [47] The High School Survey of Student Engagement works with high schools across the country to capture students' beliefs and experiences, and strengthen student engagement in schools. Their work is used nationally to influence school policy making. [48]

An organization in Minnesota called "Education|Evolving" integrates student voices with current major topics in education policy and maintains an online clearinghouse of student voices on education policy. Their website also has students describing the learning experiences on video. [49] The Quaglia Institute for Student Aspirations promotes student voice as well, teaching schools in Maine how to engage learners in different ways., [50] while UP For Learning in Vermont implements programs across the state to support deep student voice. [51] In Kentucky, the independent youth-led, adult sustained, Kentucky Student Voice Team [52] draws approximately 100 self-selected students from across the state who act as education research, policy, and storytelling partners on both the grassroots and grass-tops levels to promote more just, democratic Kentucky schools and communities.

International

The Organising Bureau of European School Student Unions (OBESSU) is the body which connects school student unions in secondary education across Europe. [53]

Outcomes

Student voice is increasingly identified as a pillar of successful school reform, as educational researchers, academic institutions, and educational support organizations around the world increasingly advocate for the inclusion of students in the reform process after identifying student voice as a vital element of student engagement. [54]

Criticism

Critical educators including bell hooks, Paulo Freire, and Henry Giroux have voiced concern with the singular notion of a student voice. Adam Fletcher, an internationally recognized expert on student voice, has written about this over-simplification, saying that: [55]

It is not enough to simply listen to student voice. Educators have an ethical imperative to do something with students, and that is why meaningful student involvement is vital to school improvement.

This is echoed by other advocates, including Sam Levin. Levin was an eleventh grade student in Massachusetts when he worked with adults at Monument Mountain Regional High School and his peers to establish an independent learning program for high school students. In a 2014 article in The Washington Post , Levin wrote, [56]

Students don't need a voice... The change involves giving something to students, but it's not a voice. Students already have a voice. They have student senates, and student advisory committees. When people talk about student voice, they're talking about feedback sessions and letting students be part of hiring committees. When they say, "Let's give students a voice," they mean, "let's give them a seat at school board meetings." ...Don't give them a voice. Give them our schools.

See also

Local school examples

United Kingdom

United States

Government education examples

National and international student voice organizations

Related Research Articles

<span class="mw-page-title-main">Phonics</span> Method of teaching reading and writing

Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is.

<span class="mw-page-title-main">Summerhill School</span> Independent boarding school in Leiston, Suffolk, England

Summerhill School is an independent boarding school in Leiston, Suffolk, England. It was founded in 1921 by Alexander Sutherland Neill with the belief that the school should be made to fit the child, rather than the other way around. It is run as a democratic community; the running of the school is conducted in the school meetings, which anyone, staff or pupil, may attend, and at which everyone has an equal vote. These meetings serve as both a legislative and judicial body. Members of the community are free to do as they please, so long as their actions do not cause any harm to others, according to Neill's principle "Freedom, not Licence." This extends to the freedom for pupils to choose which lessons, if any, they attend. It is an example of both democratic education and alternative education.

An alternative school is an educational establishment with a curriculum and methods that are nontraditional. Such schools offer a wide range of philosophies and teaching methods; some have strong political, scholarly, or philosophical orientations, while others are more ad hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education.

Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

<span class="mw-page-title-main">Experiential education</span> Philosophy of education

Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.

<span class="mw-page-title-main">Youth empowerment</span> Process where young people are encouraged to take charge of their lives

Youth empowerment is a process where children and young people are encouraged to take charge of their lives. They do this by addressing their situation and then take action in order to improve their access to resources and transform their consciousness through their beliefs, values, and attitudes. Youth empowerment aims to improve quality of life. Youth empowerment is achieved through participation in youth empowerment programs. However scholars argue that children's rights implementation should go beyond learning about formal rights and procedures to give birth to a concrete experience of rights. There are numerous models that youth empowerment programs use that help youth achieve empowerment. A variety of youth empowerment initiatives are underway around the world. These programs can be through non-profit organizations, government organizations, schools or private organizations.

<span class="mw-page-title-main">Youth voice</span> Collective mindset of young people

Youth voice refers to the distinct ideas, opinions, attitudes, knowledge, and actions of young people as a collective body. The term youth voice often groups together a diversity of perspectives and experiences, regardless of backgrounds, identities, and cultural differences. It is frequently associated with the successful application of a variety of youth development activities, including service learning, youth research, and leadership training. Additional research has shown that engaging youth voice is an essential element of effective organizational development among community and youth-serving organizations.

<span class="mw-page-title-main">Democratic education</span> Schooling run as direct democracies

Democratic education is a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their school. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's.

Youth participation is the active engagement of young people throughout their own communities. It is often used as a shorthand for youth participation in any many forms, including decision-making, sports, schools and any activity where young people are not historically engaged.

<span class="mw-page-title-main">Civic engagement</span> Individual or group activity addressing issues of public concern

Civic engagement or civic participation is any individual or group activity addressing issues of public concern. Civic engagement includes communities working together or individuals working alone in both political and non-political actions to protect public values or make a change in a community. The goal of civic engagement is to address public concerns and promote the quality of the community.

<span class="mw-page-title-main">Youth-adult partnership</span> Intergenerational collaboration between young people and adults

Youth-adult partnership is a conscious relationship that establishes and sustains intergenerational equity between young people and adults. Youth-adult partnerships often display a high degree of youth rights and autonomy, and is often synonymous with meaningful youth participation. Typically seen with adults acting in a mentor capacity, providing scaffolding to the youth. Unlike traditional mentoring, youth-adult partnerships are categorized by multiple adults and multiple youth and there must also be a mutuality where adults and youth teach and learn from one another, working together in their community.

Community education, also known as community-based education or community learning & development, is an organization's programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods. A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life. Central to this is their ability to participate in democratic processes.

Youth and Educators Succeeding, formerly known as Generation YES, was a U.S. based non-profit organization that works with schools around the world to empower underserved students and ensure that technology investments in education are both cost effective and meaningful. Dr. Dennis Harper was the founder and CEO from 1996 to 2020; upon his retirement, Adam F.C. Fletcher succeeded him. YES programs focused on student centered, project-based learning "experiences that impact student's lives and increase student involvement in school and community through the use of technology." In addition, research showed "all YES programs improved the use of technology in the school as a whole."

Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."

Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success, but in understanding the material and incorporating or internalizing it in their lives."

Youth engagement is the sentiment young people feel towards a particular person, activity, place or outcome. It has been a focus of youth development, public policy and social change movements for at least forty years. According to a Cornell University program, "Youth engagement is one of the buzzwords in the youth development field. Similar terms are youth voice, youth involvement, youth participation, and youth in governance."

The National Curriculum Framework 2005 is the fourth National Curriculum Framework published in 2005 by the National Council of Educational Research and Training (NCERT) in India. Its predecessors were published in 1975, 1988, 2000.

Adam F.C. Fletcher is an educational theorist, scholar and advocate focused on youth voice, student engagement and community empowerment. He is recognized for founding The Freechild Project.

Action civics is a modern and alternative form of civics education in the United States. Action civics is an applied civic education process in which participants learn about government by examining issues in their own community and then select a focus issue for action through a process of debate, research the issue and learn advocacy strategies, develop civic skills such as public speaking, formulate a plan, mobilize, educate, then evaluate, and reflect on their experience. Participants' voices are encouraged, valued and incorporated. Participants learn by doing, with a focus on collective action. Action civics can encompass a number of different actions from community service to electoral engagement and from talking about concerns with public officials to creating peer education campaigns.

<span class="mw-page-title-main">Educational management</span> Administration of education systems

Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution.

References

  1. Fletcher, A. (2003) "Broadening the bounds of involvement: Transforming schools with student voice." Archived 2014-10-20 at archive.today SoundOut.org.
  2. SoundOut. Student Voice Tip Sheet. Accessed 12/18/06.
  3. Fletcher, A. (2014) The Guide to Student Voice, 2nd Edition. Olympia, WA: CommonAction Publishing. pg 2.
  4. Britzman, D. (1989). "Who has the floor? Curriculum teaching and the English student teacher's struggle for voice", Curriculum Inquiry. 19(2), 143-162.
  5. Rogers, A. (2005). "Student voice: Bridges to learning." Seattle: University of Washington.
  6. Harper, D. (2000). Students as Change Agents: The Generation Y Model. Olympia, WA: Generation Y.
  7. Fletcher, A. (2017) Student Voice Revolution: The Meaningful Student Involvement Handbook. Olympia, WA: CommonAction Publishing.
  8. Coda, R., and Jetter, R.(2018). Let Them Speak! How Student Voice Can Transform Your School. California: Dave Burgess Consulting, Inc.
  9. Cook-Sather, A. (2006). Sound, Presence, and Power: Exploring ‘Student Voice’ in Educational Research and Reform. Curriculum Inquiry 36, 4 (Winter), 359-390
  10. Fielding, M. (2004). “New wave” student voice and the renewal of civic society. London Review of Education 2, 3 (November), 197-217
  11. Lodge, C. (2005). From hearing voices to engaging in dialogue: Problematising student participation in school improvement. Journal of Educational Change, 6, 2 (June), 125-146.
  12. Thiessen, D. (1997). Knowing about, acting on behalf of, and working with primary pupils’ perspectives: Three levels of engagement with research. In A. Pollard, D. Thiessen & A. Filer (Eds.), Children and their curriculum (pp. 184–196). London, Falmer Press.
  13. (n.d.)Examples of Meaningful Student Involvement. SoundOut website.
  14. Fletcher, A. (2017)
  15. Democracy and Education. John Dewey, 1916
  16. "SoundOut Student Voice Library". Archived from the original on 2015-04-28. Retrieved 2006-12-01.
  17. Alison Cook-Sather, Authorizing Student Perspectives: Towards Trust, Dialogue, and Respect in Education (2002) http://www.aera.net/publications/?id=434
  18. Student Voice Links Archived 2006-09-30 at the Wayback Machine from the SoundOut website
  19. Meaningful Student Involvement Guide to Students as Partners in School Change Archived 2015-01-16 at the Wayback Machine Adam Fletcher, 2005.
  20. (n.d.) Youth Leadership & Service Team Archived 2008-05-20 at the Wayback Machine Washington State Office of Supertintendent of Public Instruction
  21. "NSW Department of Education and Communities - NSW Student Representative Council". Archived from the original on 2006-10-05. Retrieved 2017-04-06.
  22. OSTA-AECO website.
  23. The Society for Democratic Education Archived 2006-02-02 at the Wayback Machine website.
  24. Empowering Student Voice Information Package [ permanent dead link ].
  25. http://studentvoicei.org
  26. "Chris Mercogliano". Archived from the original on July 3, 2010.
  27. "Alex Bloom, Pioneer of Radical State Education" (PDF). Archived from the original (PDF) on 2012-03-31. Retrieved 2011-11-13.
  28. "IHEU at the UN, New York". IHEU. New York. Archived from the original on March 17, 2006. Retrieved May 20, 2016.
  29. "Resources". International Bureau of Education. May 27, 2015.
  30. "House of Commons - Education and Employment - Appendices to the Minutes of Evidence".
  31. "THE "FIRST THURSDAY" NEWSLETTER".
  32. Tower Hamlets children act as lawyers & interview world famous human rights solicitor Mark Stephens Archived 2012-12-24 at archive.today
  33. "Primary conferences". Archived from the original on 2012-12-24. Retrieved 2021-11-28.{{cite web}}: CS1 maint: bot: original URL status unknown (link)
  34. "Jean Rudduck : Faculty of Education".
  35. "Consulting Pupils – Consulting pupils blog". September 2, 2022.
  36. NCSL website.
  37. Phoenix website.
  38. involver website.
  39. The Irish Second-Level Students' Union website.
  40. "How Can Students Have More Say in School Decisions?".
  41. "Including Student Voice". Edutopia.
  42. url=http://www.letthemspeak.net
  43. "New Website for student voice and empowerment | PHENND — Philadelphia Higher Education Network for Neighborhood Development".
  44. "About Us". Archived from the original on 2014-10-11.
  45. "Rights Respecting Schools" (PDF). Archived from the original (PDF) on 2016-03-16. Retrieved 2014-10-20.
  46. "Student Voice: Equipping Students to Take Action". www.stuvoice.org.
  47. WKCD website.
  48. "HSSSE". Archived from the original on 2010-03-10.
  49. "Student Voice". 20 May 2010.
  50. "About Us | Qisa.org".
  51. "UP for Learning | Unleashing the Power of Partnership for Learning". UP for Learning.
  52. ksvt.org
  53. "OBESSU - About us". Archived from the original on 2015-05-01. Retrieved 2015-01-26.
  54. Newmann, F. (1993) Student Engagement in American Schools.
  55. Meaningful Student Involvement Research Guide Archived 2015-02-19 at the Wayback Machine Adam Fletcher, 2003.
  56. Valerie Strauss (April 16, 2014). "Students don't need a 'voice.' Here's what they really need". The Washington Post.