ABSTRACT
Of late, there has been a veritable flood of British literature on the design and use of school grounds. Two issues have been addressed: first, how to give pupils a ‘voice’; and second, the kind of benefits a school or participating pupil might expect from this. Much less consideration has been given to issues related to the quality of this ‘voice’, the motives behind giving it in the first place, and the extent to which this voice is, or should be, heard and acted upon.
