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Schools strive to respond compassionately to disadvantaged families. However, barriers to authentic home-school relationships persist because the concept of parental engagement at home is not well enough understood. Socio-cultural stereotyping still contributes to schools' fixed impressions of what parental engagement should consist of, and the abilities of disadvantaged parents to support their children's learning. This qualitative case study provides new and unique insights into learning at home. A child-centred study was undertaken in a small Primary school, in a deprived area of Scotland, exploring the importance of home learning with young children. The findings indicate the young participants had an acute understanding of the significance of home learning for their ongoing and future development. [ABSTRACT FROM AUTHOR]

The use of multi‐sensory data collection tools with children in special and inclusive education is increasing in popularity. Many studies in this area have highlighted the potential for photography, drawings and other visual data collection methods to capture children's perspectives on inclusive practice. However, these tools are likely to be less successful in generating accurate findings if the data arising from them are not effectively interpreted by the researcher. There is a need to highlight appropriate ways to involve child participants as collaborators throughout the research process, with the aim of better accessing the understandings contained in multi‐sensory data collected from children as participants. This paper presents and explores the findings from an empirical participatory study, piloting a multi‐sensory research approach involving children identified with Special Educational Needs and/or Disabilities (SEND) in an English primary school. 'Research conversations' were found to be a highly appropriate way of ensuring that important multi‐perspective understandings contained in visual forms of data are better accessed by the researcher, highlighting the importance of involving child participants as collaborators in an iterative analysis process. [ABSTRACT FROM AUTHOR]

Over the last five years, the Excluded Lives team has been examining the patterns and processes of school exclusions across the UK in order to identify those factors which may exacerbate or reduce exclusions. One of most the striking aspects is the contrasting accounts of the causes of exclusion provided by professionals and pupils. Drawing on interview data from 29 school-based professionals and 16 excluded pupils in Wales, the paper analyses the different discourses which underpin their respective narratives. Professional accounts draw on discourses of vulnerability – seeing their pupils' behaviour as symptomatic of some underlying malaise, typically as victims of adverse socio-economic and familial circumstances. Pupils' accounts, on the other hand, are not about underlying 'causes', but about the specific circumstances of the 'offence'. In their accounts, they are neither vulnerable nor victims. Indeed, they present their actions as rational – sometimes even heroic – responses to their situation. In drawing out this contrast, the paper does not seek to privilege one type of narrative over another – for both contain 'truths'. However, it concludes that the hierarchy of credibility might need to be rebalanced in favour of the pupil if pupil-professional dialogue is to progress and trust be fostered. [ABSTRACT FROM AUTHOR]

In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do. [ABSTRACT FROM AUTHOR]

Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included post-lesson personal reflections, a researcher journal, and transcripts from meetings with a critical friend. Qualitative data was also collected from students (n = 19) over a shorter timeframe of six months, and took the form of student work samples, along with transcripts from focus group interviews (n = 2, with eight total participants). Findings show that the enactment of student voice pedagogies requires significant scaffolding for both the teacher and their students. The teacher needs to learn how to listen to, nurture, and act on their students' voices, while students require assistance in developing their capacity to share their voices. Thus, the enactment of student voice pedagogies takes time, and necessitates a period of trial and error, to ensure the educator is providing authentic student voice opportunities in their practice. This study adds an additional layer to student voice research by providing a teacher's perspective of learning how to enact student voice pedagogies in PE. Furthermore, the findings add to the limited research into the use of student voice pedagogies at primary level. [ABSTRACT FROM AUTHOR]

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland. [ABSTRACT FROM AUTHOR]

The importance of children is a universally accepted concept in schools. However, do we actually listen to what children have to say? Rudduck and Fielding [2002. The transformative potential of student voice: Confronting the power issues. Paper presented at BERA Annual Conference, University of Exeter, p. 2] argue that the voices of pupils are ‘silent’ or ‘silenced’. The aim of this study was to listen to the voice of pupils, concerning their experiences in Physical Education (PE) in schools, with the direction of the study being driven (although not co-designed) by pupils and thereafter following the issues that they raised. It involved 154, 14–16-year-old pupils across the two schools, one an independent school and the other a state academy. A focus group in each school (6 pupils per study) drove the direction of the study which then sort breadth through a questionnaire to the whole year group in both schools (154 respondents) and finally depth through 12 individual interviews. A theoretical framework (Social Field Theory) was selected post findings to ensure that it best represented the emergent data. Through this Pupil voice method, five themes emerged, those being Participation, Choice, Pressure, Ability and Development, and Health. These indicated that pupils have vastly different experiences in the PE lesson, in particular, if they are at either end of the ability spectrum. For some it is that of humiliation and censure, and for others it is about success and achievement. The uniqueness of the lesson with regard to physique and the exposure of both skill and body can affect this duality, negatively and positively. This can lead to the desire for, or coerced, (in)visibility for many pupils. Solutions from pupils, at both ends of the ability spectrum, to counter issues in PE involved giving choice of activity and having ability setting for classes. [ABSTRACT FROM AUTHOR]

Increasing rates of mental health difficulties for young people in the UK are often described, though seldom from young people's perspective or viewpoint. The Schools NorthEast Healthy MindED Commission works towards supporting schools to understand and mitigate the factors affecting young people's mental health, and through doing so enable better resilience. This research extends from the work of the commission. Utilising the World Health Organisation mental health definition, we supported schools to have conversations with young people about the factors that affect their mental health. Staff from regional schools were trained and supported to carry out focus group discussions and complete initial data analysis. Meta-analyses of findings were carried out to identify illuminative themes. Findings were fed back to establish face validity and so allow further action planning – not reported here. Themes are considered against established theory and the wider literature. In addition to illustrating the usefulness of listening to young people in order to understand mental health in school contexts, crosscutting themes of relationships, agency, and rest and recovery were concluded as key to enabling mental health within school contexts. [ABSTRACT FROM AUTHOR]

Educators are concerned that children make progress in their learning. While there are both policy and professional debates about how progress should be monitored and assessed, the views of children are rarely considered. Grounded in the 'voiced' research tradition, this paper reports on 158 focus group interviews with upper primary school students in purposefully selected arts rich schools in England. Children were asked about what they thought progress in arts subjects was, and how it was achieved. No children talked about grades or marks and only a handful mentioned rewards schemes. Their own evaluations and those of significant others, teachers, friends and family were very important. Children saw progress as supported and shaped by teacher pacing, scaffolding and feedback. Their own commitment to practice, use of feedback, persistence and self-belief were also highly significant. We suggest that these children's understandings have implications for the work that arts teachers do, and in particular for the ways in which children use feedback and develop their own criteria for self-evaluation. [ABSTRACT FROM AUTHOR]

In 2022, the authors of this paper were awarded with three years' government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder's interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey's scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of "what works" in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes. [ABSTRACT FROM AUTHOR]

Schools have been identified as well placed to support students' wellbeing and encouraging the active participation of children and young people in school life is in line with current English legislation. Student-led research has the potential to create a positive, long-lasting impact. This evaluative systematic literature review (SLR) sought to identify the features of effective student participation in the co-production of whole-school wellbeing strategies, with a focus on Participatory Action Research (PAR) projects. Ten papers published between 2011 and 2021 were identified using the PRISMA framework and evaluated for methodological quality and appropriateness of focus. Several factors were identified as impacting on the success of PAR, including group composition, power balance, and sustainability. The paper concludes that carefully planned PAR projects can result in successful collaboration with students to develop whole-school strategies for a range of issues/topic areas. Further research evaluating the long-term impact of such projects on whole-school practice is warranted. [ABSTRACT FROM AUTHOR]

This paper examines the use of vignettes as a research method in a comparative exploration of the provision for children with special educational needs across eleven countries. The investigation selected in-country researchers, who responded to questions with respect to children described in 14 vignettes. The questions related to school placement options; assessment processes; support arrangements; service provision; curriculum responses and those involved in placement decisions. The vignette findings were able to highlight differences in placement decisions between the countries; the general lack of pupil voice in decision making and the ubiquitous influence of medical categories within educational settings. The utility of using vignettes in this type of research is discussed in relation to reflecting the complex reality of educational practice in different countries.

In the new Curriculum for Wales (Cwricwlwm i Gymru) which is phasing in from September 2022, the concept of 'cynefin' ('the place where we feel we belong') is core to developing children's understandings of place and identity. While cynefin has long been considered in a wider cultural and heritage context in Wales, it is not yet clearly understood in education, and is rarely explored from the pupil perspective. Drawing on data gathered from four primary schools in Wales (n = 67 children, aged 7–10), using the method of photo elicitation to scaffold talk, this article explores children's understandings of what cynefin means to them. Themes of people, place, activity, and emotions/feelings emerged, which interconnected in multiple, non-linear, and unique ways, indicating the importance of nuance in primary-level curricula design. [ABSTRACT FROM AUTHOR]

This paper reports a small-scale action research project aimed at helping a school whose teachers were concerned about the behaviour and achievement of their Year 8 group. Two focus group was used to identify any worries or concerns of pupils in Key Stage 3 (Years 7–9; aged 11–14). These concerns were further explored using a ranking exercise completed by all 486 pupils across the three year groups. The same pupils then completed the 'Psychological Sense of School Membership' questionnaire. The results of the ranking exercise are reported. The pupils' scores on the PSSM questionnaire suggests that pupils in Year 8 identified least with the aims of the school. The scores did show that a third (33%) of the pupils in Year 8 scored at a level regarded as 'of serious concern'on the PSSM questionnaire indicating a negative view of the school. The results of the both exercises were shared with the teachers and a plan drawn up th improve the school's pupil management. Further development of this initiative was bought to a halt by the closure of the school in response to the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In 2022, the authors of this paper were awarded with three years’ government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder’s interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey’s scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of “what works” in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes.

When undertaking research with young people in educational contexts researchers are likely to encounter many challenges. This paper is a discussion of the barriers encountered by a researcher who sought to capture the educational journeys of excluded young people. The study aimed to move beyond young people simply participating in research to develop innovative and creative research methods to empower them to share their stories. Whilst there is increased recognition of the need to listen to the voices of young people, adults need to be willing to hear. This paper will include a reflection of the role adults can play in silencing the voices of young people. There will be a particular focus on the ethical dilemma's encountered specifically the role of gatekeepers, location of the study, whose voices are being heard and the role of the researcher. Young people have a desire to be heard, although researchers can seek to provide space for stories to be shared, they need to acknowledge the 'messiness' that comes with voice research and to be reflexive in their accounts of the research process. This paper will offer a reflection of the lessons learnt on a journey into the realm of pupil voice. [ABSTRACT FROM AUTHOR]

Reviews have called for the greater involvement of autistic young people in developing methods for eliciting their views. Methodologically, co-design is important for developing credible and acceptable approaches; conceptually and practically, co-design offers a means through which to address the double empathy problem for research and practice, which states that autistic people have difficulties understanding the perspectives and communication of non-autistic people, and vice versa. This study reports both methodological and pedagogical observations through critical reflections on a co-design process of a paper-based method for sharing information about sensory preferences with six autistic students aged 12–13 years, 16 educational practitioners, and five autistic adults. The co-design process supported students to share information with each other and build self-awareness. Participants were positive about the potential for sharing information but raised concerns about the extent to which new knowledge would impact on teaching practices. Co-designed methods are needed in tandem with sustained action to increase autism awareness to change attitudes and educational practices. [ABSTRACT FROM AUTHOR]

This case study explores how literature, in particular poetry, can be used as an educational platform within the secondary classroom to explore gender identity. A six-week unit of poetry was created as part of a broader project to enable pupils to reflect on their personal and familial experiences of gender, whilst also utilising creative writing and performance as a tool for self-expression. The all-female class were studied before, during and after the learning process to holistically evaluate their development of gender-consciousness. A key area of focus is the strengths and limitations of the use of performance poetry when developing awareness of gender identity within adolescents. [ABSTRACT FROM AUTHOR]

This study reports on a research project which took place in a mainstream primary school with a small specialist resource provision for autistic children. The study aimed to elicit the voice of eleven autistic pupils on their perspectives of what an autistic friendly primary school should be like. This is important, as all children have the right to express their views and engage in decisions which affect them. A specifically devised approach, the three houses, was used in group and individual interviews as a way of engaging the meaningful participation of the pupils in order to elicit their views of the school. The pupils had perspectives in common and were, overall, positive about their school experience. Three keys theme emerged: understand me (I may be tricking you); help me to understand (myself and others) and hide support for me (or I won't use it). The pupils were able to identify adjustments which would lead to a more positive school experience. These adjustments may help to alleviate feelings of anxiety which the pupils were working hard to hide. Adjustments requested by the pupils may be beneficial to all pupils in the school and would certainly not be detrimental to them. [ABSTRACT FROM AUTHOR]

During the past thirty years, student (or pupil) voice has gained attention in education policy especially in many Western countries, accelerated by both the acceptance of the United Nations Convention on the Rights of the Child (UNCRC) in 1990 and an emphasis on accountability in schools. Multifaceted and complex, student voice in schools incorporates a wide variety of practices associated with children expressing their views about their education. This article traces the evolution of the concept of student voice in schools over the past three decades, exploring how various understandings have impacted on practice. Using this historical perspective as a springboard, the article suggests a different approach to the practice of student voice in schools: as interwoven with, and integral to practice. Neither an accountability measure, nor a tokenistic rehearsal of democratic processes, the lens of critical pragmatism is utilised to argue that student voice can only be given meaning as an integral part of everyday critically reflexive practice. [ABSTRACT FROM AUTHOR]

This paper will report on research that sought a new perspective on quality assurance by engaging pupils as assessors. The main purpose of the study was to understand how Maltese pupils judge schools and to provide knowledge on how better-quality schools could be designed. The research adopted a mixed methods approach. The quantitative research tool was a questionnaire survey with 1618 pupils. Qualitative data was collected through focus group sessions with pupils, group interviews with Student Councils and interviews with Heads of Schools and policymakers. Data was collected from a total of 42 state schools. One of the main findings was a pupil-generated list of the quality indicators of a good school. The study showed that pupils, Heads of Schools, and policymakers are all in favour of the concept of pupils as assessors of schools; however, there are a number of shortcomings that need to be addressed before the process can be effectively implemented in Maltese schools. [ABSTRACT FROM AUTHOR]

The paper provides analysis of findings from research on "pupil voice" collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on "pupil voice" emphasising children's right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants' insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges. [ABSTRACT FROM AUTHOR]

Much of the albeit limited research relating to disabled children and young people in sport, physical activity and physical education settings is from the perspective of teachers, school leaders, coaches, support assistants and special educational needs coordinators. While this research has undoubtedly contributed to developing a rich tapestry of knowledge about disability and sport, physical activity and physical education, the views and experiences of disabled children and young people are conspicuous by their absence. Thus, in this special issue, we showcase research that centres on the experiences and amplifies the voices of disabled children and young people. When reading these articles, we encourage you to reflexively consider the ways and extent to which your own research and practice endeavours to include, empower, and emancipate disabled children and young people. If nothing else, we hope that this special issue will encourage sport, physical activity and physical education scholars, especially those who 'do not research disability', to consider the significance of including disabled people as active participants in more general research studies. [ABSTRACT FROM AUTHOR]

Resourced provision is an important model for inclusive education, possibly providing the 'best of both worlds' for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced provision from the perspectives of the pupils. This small-scale study explored how children and teachers experience resourced provision and manage the daily transitions between activities and classes. A qualitative visual storyboard methodology was co-created between the researchers and school staff and used to access the views of five pupils on the autism spectrum aged 9–11 years about their everyday experiences, including transitions between special and mainstream classes; six staff members from the resource base were also interviewed. Findings highlighted the importance of friendship and peers; where and how support was provided; tensions between structured and unstructured periods; and student/school identity. The school has implemented changes to how daily transitions are supported in response to pupils' views, with positive impacts on practice. The storyboard method is a simple and adaptable approach that can enable children to share their views in research and practice. [ABSTRACT FROM AUTHOR]

This article explores the use of student voice to contribute to improving schools. Through the gathering of perspectives and experiences of staff and students, it considers how the responses to requirements for both student voice and school improvement interrelate and identifies challenges to be addressed. The research was conducted in Norway because, with its long-standing engagement with children's well-being and rights expressed through its comprehensive framework of legislation and allocation of resources, it has arguably created ideal conditions for students to be involved in improving schools. Findings revealed some recognition of the centrality of student voice in the enactment of democracy in schools: students and teachers had positive perceptions of student voice, and school leaders were willing to incorporate student voice in school improvement processes. Current uses of student voice were, however, largely restricted to the operations of the student council for a range of reasons. The absence of alternative structures, time constraints and doubts about competence were reported, leading to student voice having little impact on school improvement, even in what might be considered 'perfect' conditions. [ABSTRACT FROM AUTHOR]

Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality. [ABSTRACT FROM AUTHOR]

This article reports the findings from a systematic review of qualitative research evidence exploring the views of children and young people identified as having Social, Emotional and Mental Health (SEMH) needs and their experiences of the SEMH label. A systematic search identified seven papers that were reviewed using the Critical Appraisal Skills Programme (CASP) checklist. Thematic synthesis of the literature identified the impact of the SEMH label for children and young people as well as their perceptions of this label. Key themes included the negative and positive impact of labels associated with SEMH and the impact on children and young people's identity. Implications for practice are considered including the importance of promoting the voice of children and young people in a description of their needs and working systemically with schools to raise awareness of the implications of language and to consider the impact of wider contextual factors on pupil's difficulties. [ABSTRACT FROM AUTHOR]

Opportunities for pupils to discuss with their teachers matters affecting their education are considered a positive step towards delivering a rights-based pedagogy. The suitability of this initiative may be questioned if pupils whose voice has been compromised are unwilling or unable to have their say. The substance of pupil-teacher dialogues will be reviewed in order to justify the inclusion of a radical supplement to existing speech-based engagements. Laughter's facility for transmitting information could be one way to avert some of the issues that may be holding back one or both parties in these conversational exchanges. Mikhail Bakhtin's work on dialogism, with its divergent and competing voices, and his interest in laughter, with its conflicting and ambiguous tendencies, provides the inclusive-exclusive theoretical grounding. The role played by teachers in attempting to make sense of their pupil's laughter behaviour is considered both in their capacity as front-line professionals and as parents/caregivers. [ABSTRACT FROM AUTHOR]

This paper reports a small-scale qualitative research project, carried out in the south of England. Ten children (aged ten-eleven) with a range of SEN, from mainstream primary schools, took part in individual semi-structured interviews about their TA support. Child-friendly interviews utilised toy props and a creative 'Ideal TA' activity to aid communication and engagement. Data were analysed using thematic analysis. Participants' perspectives highlighted the ways in which their TAs had been deployed, which they perceived to enable helpful scaffolding of learning, but also caused a significant degree of separation from teachers. The nurturing characteristics of TAs were appreciated, and the positive impacts of TA support on pupils' social inclusion and emotional well-being were emphasised. [ABSTRACT FROM AUTHOR]

This paper examines the perspectives of Year 5 pupils from a school in East London on reading for pleasure. Sixty children initially completed a questionnaire and their responses were used to identify two groups: children whose responses suggested a positive attitude towards reading for pleasure and those who did not. Two focus group interviews were conducted, and a thematic analysis identified the most prevalent children's perspectives on reading for pleasure; focusing on ways in which reading for pleasure is obstructed in educational settings and how it could be supported through the actions of educational professionals. Results concluded that, amongst other themes, children's agency and choice in reading material and setting is a dominant factor in their enjoyment of reading. This paper then suggests practical ways in which engagement in reading for pleasure can be supported, including an example of the creation of a library based on pupil voice suggestions. [ABSTRACT FROM AUTHOR]

Limited research has examined methods to investigate the views, preferences and experiences of young people with autism and complex needs. The aim of this study, based at a specialist residential school in England, was to develop and pilot an innovative method for this purpose—a 'Talking Wall'—that was trialled over a 6-month period. Thematic analysis of data from focus groups and semi structured interviews with staff, combined with structured observations of pupils, resulted in three key themes: supporting the expression and evaluation of emotions that underlie preferences; recognising the impact of transitions; and the important role of familiar adults in interpreting communication bids. These positive, initial findings suggest the Talking Wall approach merits further development and evaluation. [ABSTRACT FROM AUTHOR]

An important goal for educators is to foster student engagement in order to support a sense of valuing and aspiring to higher levels of education. To value education, students need to perceive that they are welcome, express their ideas and engage meaningfully in each education space they enter. Therefore, 'pupil voice' has the potential to become an important influencing factor regarding the degree to which students become self‐regulated learners, value educationand consequently support their aspirations and build their expectations to go on to university. This study examines the role pupil voice plays in building cognitive and emotional engagement, and whether this, in turn, builds desire for further study and expectations for university entry. Pupil voice is operationalised as the extent to which the student feels heard, involved and supported by the school community. Student survey data was collected (N = 542) from a low socioeconomic status region of the southwest corridor of metropolitan Perth, Western Australia. Structural equation modelling substantiated our serial mediation hypothesis. For students, a discernible pupil voice significantly and positively increased cognitive engagement (self‐regulated learning), which increased emotional engagement (valuing education) that, in turn, increased university desires, which led to increased university expectations. The results of this study underscore the importance of policies and practical interventions designed to develop strong student–teacher relationships, where students feel they are both seen and heard. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate social, emotional and mental health and wellbeing aspects of playtime through child-led participatory action research in one school. Method: A stakeholder group involving the project facilitator (first researcher), school staff and four trained child co-researchers (aged 9 to 10) was established to facilitate the research. The co-researchers were supported to design and facilitate data collection and collaborative thematic data analysis. Findings: Five main themes emerged from analysis: the availability and nature of games, having someone to play with, how people treat each other, the importance of playtimes and views of the playtime rules. This research highlights interactions between the themes as important to children's social and emotional development, and mental health and wellbeing when accessing their right to play during playtime. Limitations: Research was completed on a single site. Repeating the design at another school might yield different results. While steps were taken to minimise power imbalances between the child participants and the project facilitator, it is acknowledged that these are difficult to overcome fully. Conclusions: This study highlights the importance of holistic playtime provision that acknowledges the interactions between themes in supporting children's wellbeing and social and emotional development. It illustrates that with appropriate training and support, children were able to effectively engage in research investigating playtime. [ABSTRACT FROM AUTHOR]

This study investigated the experiences of nine pupils with special educational needs (SEN) enrolled in Irish-medium (IM) schools in the Republic of Ireland and Northern Ireland through pupil-led interviews. Four pupils had a diagnosis of autism spectrum disorder, three had a diagnosis of dyslexia, and two had a diagnosis of specific speech and language disorder. These categories of SEN were chosen as children with these diagnoses often experience language and communication difficulties. Therefore, it was interesting to investigate the experiences of these pupils when learning through Irish as a second language. The data gathered was analysed using thematic analysis. In IM schools, pupils are immersed in Irish as a second language as most come from homes where English is their first language. Internationally, limited research has been conducted on pupil voice in terms of children with SEN. However, even less research has been undertaken on pupil voice in terms of pupils with SEN in immersion education contexts. Therefore, the findings of this study will add to the limited research available in this area and provide an overview of the experiences of pupils with SEN in IM education. Pupil voice is important in educational research for pupils with SEN, as their experiences and perspectives can inform practices and policies. [ABSTRACT FROM AUTHOR]

Background: The UNCRC (1989) established the importance of listening to children's views globally. In England, seeking the views of pupils with special educational needs and disability about their education, and involving them in decision‐making, has been mandatory since 2015. Autistic children's views and experiences are particularly underrepresented in this context. Aims: To provide a detailed exploratory analysis of practices that enable autistic pupils to participate in educational decision‐making, and to generate new knowledge about pupil participation in a school context, using the Framework for Participation (Black‐Hawkins, 2010) as an analytical frame. Sample: Four male pupils aged 11–15, with autism spectrum diagnoses, and 11 staff members from a specialist, independent school took part in this case study. Methods: Observations were made of pupils in lessons, and pupils completed a photo‐voice activity focusing on where they felt 'most listened to' in the school. Staff members participated in semi‐structured interviews. Results: A range of practices supported pupils' participation in everyday decision‐making, underpinned by a respectful and positive culture led by the senior management team. The focus was on what learners can do and how they make decisions to facilitate achievement. Pupils and staff developed mutually respectful relationships, within which boundaries were negotiated and compromises offered. Flexibility through decision‐making was provided within the timetabling and content of the curriculum. Pupils' special interests and expertise were valued as 'keys' to supporting their engagement. Conclusions: These insights provide a tool for reflection by educators and educational psychologists for considering how they might promote the participation of autistic pupils in different educational contexts. [ABSTRACT FROM AUTHOR]

Many studies have focused on the importance of the participation of children and young people (CYP) in their education, although fewer papers discuss the practical aspects of seeking their views and fewer again on representing them. A mixed method approach was used to collect information regarding educational psychologists' (EPs') practice in obtaining and representing CYP's views. A questionnaire (n = 73) was used to gather data from local authority educational psychology services (EPSs) across Wales and eight participants who completed the questionnaire took part in an interview to explore their views in more depth. Using thematic analysis, the major themes constructed included "accessing a true representation of CYP's views", "gaining CYP's views empowers them" and "child-centred practice". The implications of the present study for the role of educational psychologists are discussed, together with future directions for research and the limitations of the present study. [ABSTRACT FROM AUTHOR]

There is growing national and international concern about the mental health of children and young people, and in countries such as England there is now a political and policy commitment to developing whole-school approaches to mental health. This paper presents new evidence on how pupils' mental health is being addressed in schools using learning activities associated with physical education, sport and physical activity, as part of a school-based sport- and mental health-themed programme ('Tackling the Blues') for pupils aged 6–16 years old in north-west England. In particular, we examine how pupil-centred learning activities have been used in weekly multi-sport activity sessions and related classroom-based workshops, and draw upon insight from 29 focus groups to explore pupils' (n = 116) mental health awareness and associated socio-emotional learning (SEL). The learning activities led pupils to focus on the impact personal relationships with family and friends, feelings and emotions, and experiences of stress, anger and entrapment can have on mental health. It is argued that embedding socially relevant learning activities into the content, organisation and delivery of school curricula may help improve pupils' sense of enjoyment, participation and achievement which are important for enhancing their knowledge and awareness of mental health, and developing SEL. However, we conclude that the effectiveness of whole-school approaches also depends, perhaps to a greater degree, on the wider educational systems in which schools are located and especially the widening social, economic and health inequalities which have profound impacts on child development, educational and other outcomes, and mental health. [ABSTRACT FROM AUTHOR]

Since the ratification of the 1981 United Nations Convention on the Rights of the Child (1989) the role of Voice of the Child (VoC) in education has gained significance. Despite various VoC models and methods existing to collect and understand it, it is often critiqued for being tokenistic, rather than meaningful. Personal Construct Psychology (PCP) is a relevant psychological theory which provides a range of methods for exploring VoC. Previous PCP research has utilised art methods to explore primary school pupil's views about various aspects of their educational experience. The current research sought to extend the application of PCP to explore VoC by employing the repertory grid interview method to represent and understand a sample of Year Five pupils' opinions and perspectives on their social relationships. The repertory grid interview method was proposed as a method that would lead to meaningful rather than tokenistic VoC. The findings demonstrated that participants had a strong sense of self in relation to others and reported positive social relationships. Relationships with family members were found to be the most reported and hypothesised to be the most important relationships in participant's social worlds. Participants predominantly utilised the construct categories of 'extroverted/introverted', 'pleasant/unpleasant' and 'sympathetic/unsympathetic' with regards to their social relationships and interactions. These findings are discussed in relation to the argument that repertory grid interviews offer a meaningful rather than tokenistic method for engaging in VoC. Limitations and implications for future research and professional practice are also discussed. [ABSTRACT FROM AUTHOR]