Policy-makers are encouraged to work collaboratively with professionals in schools and from communities to identify and enable the voices of those in diverse marginalised groups to be heard and included. They should also recognise the interdependence between young people and adults and acknowledge the important role families play in developing and affirming learners’ voices in educational matters.

While there is some learner and family participation at school or class levels, the evidence shows their participation at policy level is limited. Participation at this level must be genuine and not tokenistic. It should actively include the many individuals who have not yet been able to influence policy-level decisions that affect them, their peers, their schools and their communities.

Meaningful participation means recognising and including learner and family voices as equal and integral to discussions across all system levels. This involves ensuring active agency and shared power to initiate ideas and influence decisions.

Learners and families rarely influence the educational decisions that directly affect their lives, even if they are given opportunities to share their opinions in their classrooms and communities.

Voices into Action explores ways to develop a more participatory approach to educational decision-making, with learners and families at the centre.