Honouring Student Voice in Schools: Why It Matters and How to Do It

Honouring student voice in schools must be a foundational aspect of institutionalized education. Society relies on culture and language to function - communication is the thread that weaves together the diverse cultures of society into a cohesive whole.

Schools exist to prepare children for life in society and should reflect this in microcosm. In this microcosm, students need opportunities to communicate effectively with people who hold different opinions. Through these experiences, they learn how to navigate differences, find common ground, and contribute positively to the “society” of their school community.

Without honouring student voice, schools risk serving only a single purpose: silencing the next generation to preserve societal stagnation for those already in positions of comfort and power.

What the Literature Says

Philosophers and educational theorists provide guidance on why student voice is essential:

• John Dewey, in Pedagogic Creed, emphasizes that members of society must first understand how society functions before they can positively influence it.

• Bobbitt’s theory of curriculum highlights the importance of culture in society, noting that culture allows individuals to form groups with shared values while still existing within a diverse social ecosystem.

• Paulo Freire underscores the significance of the voices of the oppressed, showing how communication with those in positions of power is necessary for meaningful change.

Together, these ideas remind us that society is built from individuals who communicate their identities, form cultural groups, and interact with other groups. Schools, as a microcosm of society, should reflect these dynamics.

Essential Question

How can student voice be honoured in the curricula of government-mandated elementary public education systems?

Response

Through investigation of literature on curriculum development, implementation, and structure, it becomes clear that student voice must be considered a non-negotiable component of public education. Allowing students to actively participate in their learning ensures that curricula are not only delivered to them but shaped with them.

How to Honour Student Voice

Our current model of public elementary education is flawed. It is largely influenced by elected officials who rely on public votes to maintain their positions, yet often lack deep understanding of best practices in education. Decisions are frequently driven by political agendas rather than student learning needs.

The result is a rigid curriculum designed to demonstrate accountability, often measured through standardized testing. Research shows this approach is harmful: **Fu, Hopper, and Sanford** analyzed 183 studies highlighting the detrimental effects of standardized testing on students.

Recognizing these systemic flaws illuminates the *how*: students must be active participants in their own learning. But how do educators do this in practice?

Guidance from Educational Literature

• Henry Giroux encourages educators to resist bureaucratic and political pressures, advocating for integrity in practice. He urges teachers to “go for broke,” standing up for student-centered learning despite systemic obstacles.

• Goodlad emphasizes the importance of the learning environment. Students should have a voice in shaping the spaces where they learn, contributing to both the social and physical classroom environment.

By integrating these principles, schools can begin to honour student voice meaningfully. When students participate in decisions about how they learn, what they learn, and how their classrooms function, education becomes a shared process, not a top-down mandate.

Honouring student voice is not a “nice to have.” It is essential to the purpose of education itself. Schools exist to prepare children for society, and the ability to communicate, negotiate, and participate in decision-making is central to that preparation. By embedding student voice into curricula, classroom environments, and school culture, educators cultivate responsible, engaged, and empowered learners who are ready to contribute to society in meaningful ways.

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References

Dewey, J. *Pedagogic Creed*

Bobbitt, J. Theory of Curriculum

Freire, P. *Pedagogy of the Oppressed*

Giroux, H. *Theory and Resistance in Education*

Goodlad, J. *A Place Called School*

Fu, Hopper & Sanford, Meta-Analysis on Standardized Testing