The Relationship Between Student Voice and Student Engagement in Urban High Schools

Abstract

Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students’ average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement. Supplementary Information The online version contains supplementary material available at 10.1007/s11256-022-00637-2.

‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia

“…Student voice research has shown the benefits of involving students to promote change in educational practice and policy (Conner et al, 2022). When students shape the environment in significant ways, autonomy is supported, and school engagement and belonging improve (Anderson & Graham, 2016; Mitra, 2018).…”

“…When students shape the environment in significant ways, autonomy is supported, and school engagement and belonging improve (Anderson & Graham, 2016; Mitra, 2018). Further, students who attend responsive schools have better grades and attendance, increased motivation, and also feel more cared for and respected by their teachers (Cohen et al, 2009; Conner et al, 2022).…”

“…Finally, school psychologists can also advocate for students to be included in school improvement processes. Research indicates that full involvement in school decision-making promotes student engagement and increases investment in learning (Conner et al, 2022).…”

What Is Student Voice Anyway? The Intersection of Student Voice Practices and Shared Leadership

“…Adults need to buffer criticism of fledgling student voice efforts, as well as to work to be the bridge between students and power brokers in decision-making processes (Mitra, 2004). Research also recognizes the necessary link between teacher and student empowerment; rather than power as a zero sum game, teachers speak of needing to feel trusted and heard to be able to extend such opportunities to students (Conner et al, 2022;Mitra, 2003).…”

“…Expanding this definition of distributed leadership includes ways to amplify “student voice,” which we define as opportunities to participate in and influence the educational decisions that shape students’ lives and the lives of their peers (Mitra, 2018). In recent years, many school administrators, researchers, and funders have begun to consider the notion that student voice practices can lead to powerful student and schoolwide outcomes, such as: (a) supporting school administrators, teachers, and students in addressing root causes of inequities in education (Biddle, 2019; Davis & Hall, 2020; Warren & Marciano, 2018); (b) helping students develop important social–emotional competencies (e.g., social awareness and responsible decision-making; Caetano et al, 2020; Dobson & Dobson, 2021; Graham, 2018; Toshalis & Nakkula, 2012) and academic competencies (Conner et al, 2022; Kahne et al, 2022); and (c) improving educational change efforts, including shifts in classroom teaching as well as school policy and culture (Brasof & Spector, 2016; Mager & Nowak, 2012; Mitra, 2018; Zeldin et al, 2005).…”