The Impact of Schoolwide Student Voice Practices on Fostering Equitable Learning Environments

• In Event: Empowering Student Voice in Educational Practice: Student Voice to Student Outcomes

Abstract

Objectives
Student voice is a recent innovation in school improvement efforts. Student voice practices (SVPs) provide students with opportunities to participate in and influence the education decisions that shape their lives and the lives of their peers (Lac & Mansfield, 2018). This paper examines: (a) What do SVPs look like in school improvement efforts?, (b) What are students’ experiences with SVPs?, (c) How, if at all, did these SVPs contribute to school improvement?, and (d) What is the association between students’ perceptions of SVPs and student outcomes? Findings provide empirical evidence that illustrates the value of SVPs in creating more equitable learning environments for students and improving student outcomes.

Perspective
Student voice can range from a focus on technical, apolitical concerns to challenging existing power structures. Schools can create advisory boards in which students provide insights into policy issues. Students can demand changes in hiring policies and school climate. In addition, student voice efforts also are increasingly being offered as pathways to improving student academic success and social-emotional development. We examined school SVPs based on previous research to design a framework of schoolwide student voice that consists of three dimensions—speaking, leading, and collaborating (Author, 2022).

Data Sources and Methods
The study draws on qualitative (i.e., interviews and focus groups) and quantitative (i.e., survey) data collected from students and teachers in two middle schools and two high schools, all serving predominantly Latiné students. Qualitative data examined what SVPs looked like in school improvement and student experiences with them. Quantitative data examined how schoolwide SVPs were associated with student outcomes.

Multiple regression models in Mplus were specified to assess the relationship between schoolwide SVPs with student outcomes. A new seven-item index was used to capture schoolwide SVPs. Student outcomes included a previously validated measure of student engagement and student self-reported grades (i.e., overall grades, ELA grade, and math grade). All models controlled for student gender, race/ethnicity, grade, ELL status, family financial strain, and school site.

Findings
Quantitative and qualitative findings illuminate (a) the different SVPs in school improvement, (b) the positive and negative experiences that students have with different forms of SVPs, and (c) the impacts of SVPs on student outcomes. Quantitative findings show that school-wide SVPs were positively associated with student engagement (β = .31, p < .001), self-reported overall grades (β = .14, p < .01), ELA grade (β = .10, p < .01), and Math grade (β = .09, p < .05). Qualitative findings show that many SVPs exist in schools; however, student perception of SVPs is affected by whether they perceive them as contributing to meaningful change. Together, the qualitative and quantitative findings highlight how SVPs can positively impact school policy and student outcomes.

Significance
This work laid the foundation for building practical measures and data-driven supports aimed at elevating SVPs, advancing equity, and strengthening school improvement efforts. It builds empirical evidence that illustrates the value of using SVPs within school improvement to create more equitable learning environments in which all students have opportunities to be heard and have their ideas valued.

Authors

• Samantha E. Holquist, Child Trends

• Ashley Boat, Search Institute

• Dana L. Mitra, Pennsylvania State University

• Devan O'Toole, Child Trends

• Yosmary Rodriuez, Child Trends