Student voice and the role of school governors: an exploration through participatory research principles

This thesis explored the connection between school governance and stakeholder voices, focusing on the students.

Governing boards should find ways to listen, understand, and respond to the voices of students, capturing how these voices inform their decision-making. My study investigated the link between governors and students in a large secondary school in England, focusing on students and their realities in that setting. The school was part of a medium-sized multi-academy trust, and I was the chair of the local governing committee. The study was based on participatory research principles, initially involving eight sixth-form students (16 to 18 years old) as co-researchers.

The investigation was in two phases. Phase one began with an initial understanding of students’ view of ‘voice’ with the first research question, ‘What does ‘student voice’ mean to you?’, asked via an online questionnaire. In phase two, this research question and subsequent questions, ‘What is available in school to express your ‘voice’?’ and ‘How might the link between governors and the voices of students be developed and strengthened?’ were explored through focus groups and interviews facilitated by me because the co-researchers had completed their studies and left the school.

The data was analysed using reflexive thematic analysis. The findings indicated that governors were perceived as unknown strangers, thereby invisible and unavailable. Moreover, the term ‘student voice’ lacked meaning and was not readily understood. Additionally, although formal and informal methods existed for students to express their opinions, these could be enhanced.

This doctoral work advances knowledge and practice on the relationship between governors and students. First, it provides a Model of Engagement that enables governing boards to reflect upon their interaction with students’ voices. Second, it suggests how governing boards and governors increase their visibility, accessibility, and connections with the student body. Third, it discusses how they can support and challenge the school’s response to ‘student voice’.