Student voice and ‘super school’ policy reform

Dr Harry SavelsbergMs Paula Rowe

Research ProjectAn investigation of students’ experiences and perceptions of school at Mark Oliphant College - B – 12 Super School A key feature of this research project was the commitment by the school executive team and the researchers to actively review the research findings as they emerged and respond to issues raised by students – an ‘action research’ orientationThis approach utilised a participatory ‘voiced research’ methodology to facilitate high levels of involvement and empowerment

Student voice researchHere students are provided with opportunities to reflect upon their views and ways of making sense of new school vis-à-vis other social contexts, and be heard on matters that they identified as important.

Why would students listen to what I had to say?Why would the students want to talk to me?

25 Year 10 students x 4 focus groups and interviews 2010 – 2011. Issues: location, timing and food.

This approach included focus groups with students and teachers, and individual interviews with young people

Focus groups are an invaluable forum for establishing rapport and also levelling power relationships between researchers and young people

Key research themes and findings

Students relationships (peers, family, teachers)

Participation in school planning and decision-making

Extra-curricular activities – Extended services

Vocational aspirations - expectations and assumptions

Student perceptions around school and family support

Nearly all of the students stated that they enjoyed coming to school and planned to complete year 12. Friends were consistently named as a highlight of coming to school as were ‘good’ teachers Despite describing parents as good supporters most students indicated that parents had minimal engagement with their learning or school and that there were fairly sparse resources to support their study at home

Student ‘voice’ and participation in school planning and decision makingStudents expressed a strong desire for greater involvement in school planning and decision making. This involvement may include assisting teachers in planning and organising activities such as camps, teams and clubs, through to greater involvement in school governance. Home group was identified by students as one possible forum for ongoing consultation and involvement in planning of school based activities. How should this happen?Students also need to be taught how to participate effectively in planning and decision-making processes – perhaps via mentors, as such engagement strategies need to be considered an educative as well as participatory process. The findings highlight the importance of ‘normalising’ participation – participation ladder

Extra-curricular activities – Extended services

- Students were keen for greater extended services and wanted access to the school facilities after hours and weekends for school sponsored activities and/or community based activities (e.g. sport-recreational-social clubs). This finding was consistent over 2010 – 2011.

- Students expressed a willingness to commit time towards planning extra-curricular activities, particularly camps and out of school hour’s sports

Student aspirations and future prospectsMost students had firm intentions of completing year 12 and/or undertaking further education via tertiary pathways (university or TAFE) or through trainee or apprenticeship schemes. However, this ambition did not reconcile well with resources at homeOnly 2 of the 25 young people reported have a quiet place to study at home – with computer access and no “annoying” siblings.Furthermore most of the students had limited career visibility

Transition to the new school siteThe findings highlighted the importance of involving students in settingup the new school. The transition to the new school site was morethan just a physical one – the move was also a social and emotionaltransition and one that needed to be both sensitively managed andcelebrated. Having the students compere the official opening in March2012 provided a strong symbolic statement on participation in schoolaffairs.Understandably the transition to the new site proved taxing for allschool staff. The main focus for school staff was establishingbasic functionality, such as setting up and maintaining classes,facilities, routines.

Student involvement in the researchStudents were very keen to take part in this research

with a view to having a voice in decisions that affect them.

Through their direct involvement in the research, and the willingness and desire of school leadership to act, students were able to achieve what McLaughlin calls ‘visible victories’, (e.g. attending the Principal’s business lunches).

Student involvement in the research‘Visible victories’ are critical for establishing the legitimacy of student voice initiatives by emphasising accomplishments that are meaningful to youth, and creating credibility for group activities as well as a sense of confidence and purpose