REIMAGINING STUDENT ENGAGEMENT IN DISTRICT DECISIONS: WITH STUDENT VOICE

Abstract

Student voice is often missing when decisions are made in school districts. Culturally responsive researchers indicate that when students have voice in their daily schooling, they are more connected (Gay, 2018; Hammond, 2014; Ladson-Billings, 1994). Using Community Learning Exchange (CLE) methodology and Youth Participatory Action Research (YPAR), a district administrator and alumnus worked with students and staff to fortify student voice to influence decisions in a K-8 school district. Through the power of shared stories, the students became teachers, and the teachers became students. Three major findings resulted: (1) More I Had To Know You, which meant that adults had a great deal to learn about what youth really thought and experienced; (2) Leave Your Power at the Door, meaning that adults should leave their power at the door when interacting with youth but use it after meetings to support youth; and More Than a Checked Box, meaning that youth wanted to be fully engaged; instead of answering surveys, they wanted more authentic input. The CLE format provided space for shared stories and experiences that resulted in the findings and an expanded framework for supporting student voice in district level decision-making. The new framework has implications to ensure that students and their voices are supported as authentic educational partners. In terms of wider application of the process for incorporating student voice, student demographics should be considered when district decisions are made and when districts seek educational partner input for consideration. Student voice, student stories, and the richness of their identities have the power to inform staff professional learning on the role of student voice in decisions.