ABSTRACT
INTRODUCTION In recent years there has been a growing move within the UK, as well as in other countries, to consider pupils’ perspectives and ‘voices’ on aspects of school-related issues, including learning and teaching. Pupil voice work involves engaging with pupils about issues that matter to them and that affect their experiences in school. This unit focuses on pupil voice work, what it ‘looks like’ in the school context and the significance of it for both teachers and pupils. Within this unit, we start by considering the terms used when referring to pupil voice work, and we then outline factors that have led to an increased importance now being placed on pupils’ voices. We go on to identify ways in which teachers can listen to the voices of those they teach and consider how implementing such practices can make learning more meaningful for pupils and, as a result, improve the learning and experiences of young people in schools. We also consider the benefits of pupil voice work from teachers’ perspectives and give ideas on how teachers can work towards developing and implementing strategies focused on listening to, and making learning meaningful for, the pupils with whom they work.
