Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Skerritt, Craig; Brown, Martin; O’Hara, Joe

doi:10.1080/14681366.2021.1979086

Cited by 22 publications

(11 citation statements)

References 51 publications

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“…Settings for young people, such as school, contain significant power imbalances between adults and young people [ Robinson and Kellett (2004) , as cited by Gallagher ( Gallagher, 2008 )]. Moreover, Ireland is a cultural context which does not have a notable history of student voice ( Skerritt et al , 2021b ). As such, power is a particularly important concept to consider when exploring experiences with and perspectives related to school mental health and suicide prevention with young people in Ireland.…”

Section: Methodsmentioning

confidence: 99%

Perspectives of youth in Ireland on school-based mental health and suicide prevention: the MYSTORY study

Walsh

Herring

McMahon

2023

Health Promotion International

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Summary Anxiety, depression, and suicide are leading causes of disability and death among young people, globally. Schools are an ideal setting to target young people’s mental health, yet young people’s beliefs about and experiences with school mental health and suicide prevention are not well understood. This gap in knowledge contradicts both national and international youth mental health recommendations and the United Nations Convention on the Rights of the Child, which collectively advocate for understanding young people’s perspectives on matters concerning them, including school mental health. Therefore, the Mental Health of Youth Story (MYSTORY) study explored young people’s perspectives on school mental health and suicide prevention using a participatory-based approach incorporating photovoice. MYSTORY consisted of a community/university partnership involving young people as participants (n = 14) and advisors (n = 6). Experiential, reflexive thematic analysis (TA) within a critical approach generated three themes relating to young people’s experiences with and beliefs about school mental health promotion and suicide prevention. Findings highlight the critical role of schools in impacting young people’s mental health, with the need to amplify youth voice and involvement in school mental health evident. Our study addresses an important gap by employing participatory-based approaches to explore young people’s perspectives on school mental health and suicide prevention. This is the first known study to explore young people’s perspectives on their voice and involvement in school mental health. Findings have important implications for youth and school mental health and suicide prevention research, policy, and practice.

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Section: Methodsmentioning

confidence: 99%

Perspectives of youth in Ireland on school-based mental health and suicide prevention: the MYSTORY study

Walsh

Herring

McMahon

2023

Health Promotion International

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“…In the previous section, we highlighted the lack of literature on students’ perspectives in the types of parental supports they find particularly helpful, despite growing calls for enabling students to participate in decisions affecting them and evidence of the importance of this for effective learning (e.g. Brown et al, 2020; Skerrit et al, 2021). In this section, we briefly explore the importance of enabling student voice for empowering students, the benefits this has for enhancing learning (Plunkett et al, 2008), and the types of parental behaviours which are frequently reported in the literature as beneficial to supporting student learning.…”

Section: Parental Supports and Student Perspectivesmentioning

confidence: 99%

“…A considerable body of research now supports the benefits of consulting with students for more active student voice in schools (Baroutsis et al, 2016; Bourke, 2016; Charteris & Thomas, 2017; Mayes et al, 2019; Skerrit et al, 2021). Charteris & Thomas (2017), suggest that a student voice approach can provide insight from students’ experiences, for teachers to reflect on and take action.…”

Section: Parental Supports and Student Perspectivesmentioning

confidence: 99%

Student voice: Which supportive parental behaviours first‐generation immigrant students in Australia find beneficial

Malaeb

Ware

2023

British Educational Res J

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There is considerable evidence that parents/guardians play an important role in their children's education. The supportive behaviours of parents have important implications for children's learning. However, most research in this area has focused primarily on the perspectives of school leaders, teachers and parents. One area that thus remains relatively under‐studied is student perspectives on what constitutes beneficial parental supports. This research explores two case studies: one with primary school students, the other with secondary students. Both studies interviewed students from former‐refugee and non‐English speaking backgrounds who had recently settled with their families in Australia. The students were asked to reflect on supportive behaviours of their parents/guardians relating to their education. Findings suggest that despite many barriers, parents demonstrated high levels of support for their children's education. By foregrounding student voice, this study identifies several types of parental behaviours that students find most helpful for effective learning. These include: affirmation, role‐modelling, backup supports, conversations and discussions, encouragement and advice, and decision‐making and problem‐solving. Students’ responses suggest that slightly different sets of behaviours may be required at primary and secondary levels. This study highlights the types of supportive parental behaviours which schools could encourage, to help parents maximise the impacts of their supports for students, so these students are enabled to achieve effective learning and—more broadly—educational and career aspirations.

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“…This approach is perhaps summarized by McNamara and O'Hara (2005, p. 271), which stated that the purpose of the school inspectorate in Ireland was to provide " an external validation of an internal evaluation." Since the mid-2010s, there has also been a parallel focus on the inclusion of stakeholder voice-in this case parents, students, teachers, and community bodies-in the creation and interpretation of relevant data (Skerritt et al, 2023).…”

Section: From Evaluation To Culturally Responsive Evaluation In Irelandmentioning

confidence: 99%

“…In its most recent iteration, the emphasis in compulsory school evaluation has been on the development of internal or self‐evaluation capacity to act as an addition, or at times a counter‐balance, to external quality judgments (Gardezi et al., 2023; McNamara et al., 2022). This approach is perhaps summarized by McNamara and O'Hara (2005, p. 271), which stated that the purpose of the school inspectorate in Ireland was to provide “ an external validation of an internal evaluation.” Since the mid‐2010s, there has also been a parallel focus on the inclusion of stakeholder voice—in this case parents, students, teachers, and community bodies—in the creation and interpretation of relevant data (Skerritt et al., 2023).…”

Section: Introductionmentioning

confidence: 99%

Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective

O'Hara,

McNamara,

Brown

et al. 2023

New Drctns Evaluation

Self Cite

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This article explores the impact that Professor Stafford Hood had on the development of culturally responsive evaluation and assessment (CRE/A) in Ireland. Starting with a brief outline of the demographic and cultural changes that have happened in Ireland since the mid‐1990s, the article discusses the initial encounters with Professor Hood and his introduction of the theories, practice and praxis of CRE/A to a group of Irish scholars. This engagement was formalized by the establishment of the CREA‐Dublin, hosted in Dublin City University. The article examines how CREA‐Dublin has used the culturally responsive lens to critique evaluation, assessment, and quality assurance practices within Ireland and across the European Union (EU). Outlining the impact of several major EU funded projects as well as locally initiated research, the article concludes by highlighting the centrality of Professor Hood as a scholar and an individual to the transformation of research and practice in the fields of evaluation and assessment on the island of Ireland and beyond.

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Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Cited by 22 publications

References 51 publications

Perspectives of youth in Ireland on school-based mental health and suicide prevention: the MYSTORY study

Perspectives of youth in Ireland on school-based mental health and suicide prevention: the MYSTORY study

Student voice: Which supportive parental behaviours first‐generation immigrant students in Australia find beneficial

Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective

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