Engaging Authentic Pupil Voice in Schools

Abstract

Schools exist because of the children they educate but examples of their voice influencing their education in an authentic manner can be rare. This chapter outlines the importance of pupil voice and defines the key aspects of authenticity. It uses the themes emanating from this definition as examples of establishing practices to support pupil voice in the classroom. Such practices are based upon the findings of a pupil voice study into the experiences of 14–16-year-old children in physical education (PE) lessons. This PE project was driven by the pupils and adult voice was militated in order to enhance the authenticity of the findings. The project empowered children to raise and discuss the issues they deemed important and find their own solutions without steering or influence by their teachers. The implementation of these findings in one school demonstrated the dynamism and potential of learning based upon child-centred practice.

Citation

Littlefair, D. (2023), "Engaging Authentic Pupil Voice in Schools", Frankel, S. (Ed.) Establishing Child Centred Practice in a Changing World, Part B (Emerald Studies in Child Centred Practice), Emerald Publishing Limited, Leeds, pp. 61-72. https://doi.org/10.1108/978-1-80455-940-620231005