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

Figures & data

Table

School	Participants interviewed	Primary or secondary analysis
Voluntary secondary school (non-DEIS) This is a single-sex (male) voluntary secondary school of a Catholic ethos. Its 700 students come from a variety of backgrounds – some come from middle-class backgrounds with well-educated parents in high-status employment, and others come from working-class backgrounds. This school is considered to be a high-performing school in terms of students’ academic attainment, and it also has a reputation for sporting excellence.	Principal Deputy principal Post-holder with responsibility for SSE Two post-holders with responsibility for year groups Three classroom teachers Eight students	Secondary
Voluntary secondary school (DEIS A) This school is a single-sex (male) voluntary secondary school of a Catholic ethos. The school is classified as a disadvantaged school as it serves students from low-income families. More than 500 students are currently enrolled. The school often faces problems in terms of students’ behaviour and parents’ engagement, and a major problem is students’ attendance.	Principal Post-holder with responsibility for SSE Post-holder with responsibility for year group Home School Community Liaison Post-holder with responsibility for student council Three classroom teachers Eight students	Secondary
Voluntary secondary school (DEIS B) This school is a single-sex (female) voluntary secondary school of a Catholic ethos. The school serves an impoverished area and has DEIS status. Less than 200 students attend this school and notably, many do later attend university.	Principal Deputy principal Home School Community Liaison Post-holder with responsibility for student council Four classroom teachers Eight students	Secondary
Community school (non-DEIS) This is a co-educational community school serving more than 1,000 students. The students attending this school come from a wide range of socio-economic and ethnic backgrounds and the school caters for a very diverse range of students and academic abilities.	Principal Post-holder with responsibility for student council Post-holder with responsibility for year group Three classroom teachers Five students	Secondary
Community school (DEIS) This is a co-educational community school serving a region of socio-economic disadvantage. The school has disadvantaged status and a key issue in the school is students’ behaviour. Approximately 500 students attend this school.	Principal Deputy principal Post-holder with responsibility for special educational needs Post-holder with responsibility for school action plan Post-holder with responsibility for student welfare Three classroom teachers Six students	Primary
ETB school (non-DEIS) This school is a co-educational ETB school in an affluent area. Over 1,000 students attend this school. The majority of students are coming from privileged backgrounds but students from disadvantaged backgrounds also attend the school, and a small proportion of students are technically homeless. The school is a high-performing one.	Principal Three deputy principals Post-holder with responsibility for year group Four classroom teachers Eight Students	Secondary
ETB school (DEIS) This school is a single-sex (female) ETB school attended by less than 200 students. The school has disadvantaged status and faces many socio-economic challenges with attendance in particular being a key issue.	Principal Deputy principal Post-holder with responsibility for teaching and learning Post-holder with responsibility for wellbeing Post-holder with responsibility for special educational needs and student voice Three classroom teachers Three students	Primary