The benefits of listening to and acting on student voice include:

• increasing student's engagement in learning
• encouraging collaboration between students and their teachers
• creating and maintaining a positive environment and culture
• building respectful relationships, connections and belonging
• developing personal and social capabilities.

Research and evidence base

Recent department initiatives and priorities highlight the link between student participation, engagement and learning outcomes, for example: 'Schools that focus on giving children and young people voice, being active learners and developing strong character qualities that will enable them to succeed, thrive and contribute positively throughout life' (School Excellence Framework, p.4).

The Wellbeing Framework for Schools and School Excellence Framework identify meaningful opportunities for student participation and leadership, including voice and decision making as key to both student wellbeing and school excellence.

The quality and nature of participation is key to increasing student wellbeing and achievement. Four elements of participation have been identified as having most impact: student voice, influence, having choice and working together (Graham, A. et al., 2017). Schools that provide students with opportunities across all activities and settings for quality participation will provide the optimum conditions for student wellbeing and the benefits this incurs.

Student leadership provides an effective context for participation. High quality leadership approaches help all young people find their voices, participate in decision making and understand their rights and responsibilities as active citizens. Through leadership activities students can have a real impact on their learning, school environment and broader community.

There is a strong need to ensure all schools are provided with guidance regarding planning, evaluating and measuring impact of approaches and programs. Examples of good practice and implementation would assist schools developing effective approaches that make a difference to student outcomes.

Increasing student participation and autonomy has been identified as key for improving student wellbeing and achievement. Evidence includes:

• Gonski, D. et al (2018) recommends students as partners in their own learning, recognising student voice as a mechanism for increased engagement, achievement and wellbeing.
• Student leadership opportunities strengthen and develop leadership capability rather than being an innate aptitude. (Black, R. and Walsh, L, 2014, p. 32). For maximum efficacy, the teaching of leadership skills must be incorporated into teaching and learning programs (Black, R. and Walsh, L, 2014, p. 12).
• Students view opportunities for meaningful student participation when associated with having influence in school decision making and activities as supporting higher levels of wellbeing. Furthermore, the higher the level of participation the higher the level of student wellbeing (Participation ARC, Executive Summary, 2018).
• There is a limited amount of data on student leadership practices and the lack of consistency in key terms. Further evaluative research of leadership programs and the reframing of 'traditional school leadership structures? to be more inclusive and thus more beneficial for all students are recommended (Black, R. and Walsh, L, 2014, p. 32).
• All students need opportunities for skill development and some will need support to participate in leadership development. Ensuring there is a distribution of diverse opportunities and greater inclusion will ensure all students have a voice and influence on decision making, thus broadening positive outcomes (Redmond, 2014).
• Without a result or where efforts are purely tokenism, students can become frustrated and disillusioned with student participation strategies (Black, R. and Walsh, L., 2014). Marginalised students will require higher funding in implementing leadership and participation strategies (Kellet, M. 2011).

Existing models of student participation and leadership

A variety of models and frameworks have been developed to measure and evaluate student participation and voice to increase the likelihood that student leadership initiatives are inclusive and effective. Models provide approaches to evaluating the nature of student engagement and involvement and the role of the adult. Factors which need to be considered include duration of tasks, resources, skills and capabilities, school or community involvement, complexity or depth of consultation or involvement.

International research on effective models have been reviewed to inform the development of a NSW public schools model to help schools find the right balance between teacher-centred and student-led teaching approaches.

The models and frameworks which have informed this model include ACARAs 'Personal and Social Capability Learning Continuum', Southern Cross University's 'Student Participation good practice guide' (2017), Toshalis and Nakulla's 2012 model of student voice, Roger Hart's 'Ladder of Children's Participation' (1992), Treseder's model of participation (1997) and Shier's model (2001).