Supporting Student Voice in Inclusive Education
Inclusive education is not just about where students learn - it’s about whether they are truly seen and heard.
When we talk about student voice, we mean recognising students as active partners in their own education, not passive recipients. Every child — regardless of disability, communication style, or learning need — has the right to be involved in decisions that affect them.
At The Inclusive Movement, we see student voice as one of the most powerful drivers of genuine inclusion.
Why Student Voice Matters
Human Rights: The UN Convention on the Rights of the Child and the UNCRPD both affirm that children and young people have the right to be heard and to participate in matters affecting them.
Belonging: When students feel listened to, their sense of belonging and self-worth grows.
Learning Outcomes: Students who have agency in their education are more engaged, motivated, and resilient.
Preparation for Life: Empowering student voice builds advocacy skills that are vital in adulthood.
What Does Student Voice Look Like in Practice?
Student voice doesn’t always mean verbal speech or public speaking. It can take many forms, including:
Choice-making: selecting from different activity options, seating choices, or learning tasks.
Goal setting: contributing to their Individual Education Plan (IEP) goals in a way that makes sense to them.
Feedback: providing input on what helps them learn, what causes stress, or what changes they’d like to see.
Participation in leadership: involvement in student councils, peer mentoring, or school decision-making groups.
Creative expression: using art, writing, movement, or digital media to share their perspectives.
Practical Strategies to Support Student Voice
1. Accessible Communication
Not every student uses speech — and that’s okay. Schools can support student voice through:
AAC devices or communication apps
Visual schedules and choice boards
Easy-read guides or social stories
Alternative formats (drawing, pointing, gestures)
Example: A student who uses AAC can share their preferences for classroom seating or group work through their device.
2. Embedding Voice into Everyday Routines
Student voice shouldn’t be limited to formal meetings. Build it into daily practice:
Offering choices in how to complete tasks
Asking students to reflect on what worked or didn’t in a lesson
Including student feedback in planning next steps
Example: After a maths activity, students complete a quick reflection: “What helped me today? What was tricky?”
3. Co-Designing Adjustments
Students know best what helps them feel safe, calm, and ready to learn. Involve them in designing their own adjustments.
Ask: “What helps you when you’re feeling overwhelmed?”
Use visuals or prompts to help students identify preferred supports
Revisit and update regularly
Example: A student co-creates a “help card” system with their teacher, so they can discreetly ask for a break when needed.
4. Valuing Identity and Lived Experience
Student voice means respecting a child’s identity — whether that’s neurodivergence, culture, language, or interests.
Use identity-affirming language
Embed culture and diversity into learning
Celebrate differences as strengths
The Ripple Effect
When student voice is prioritised:
Students feel respected and capable.
Families feel reassured that their child’s individuality is valued.
Educators gain insight into what actually works, reducing trial-and-error.
Communities grow more inclusive by hearing directly from diverse young people.
Next Steps for Parents, Educators & Communities
Invite students to participate in planning meetings (in ways that suit them).
Ask open, accessible questions: “What helps you feel calm? What do you want to learn about?”
Model respect by listening actively and acting on feedback.
Advocate for school systems that embed student voice into policy and practice.
Further Reading
Supporting student voice is not an optional extra. It’s the foundation of an inclusive education system that respects the dignity, rights, and potential of every learner.
