WSA Enabling Student Voice

Key question: How does the school ensure all students have the opportunity to express their views and influence decisions?

Helps pupils feel part of the school and the wider community
Helps pupils have some control over their lives
Fosters belief in their own abilities and aspirations
Helps C&YP understand their rights (under The United Nations Convention on the Rights of the Child) and responsibilities.

Six Litmus Tests (Pooky Knightsmith)

(3) The Voice of Every Learner is Heard and Valued

In recent years, schools have grown a lot better at engaging with student voice, and this is reflected in the curriculum, policies and procedures which can be best tailored to meet the needs of our current students, when we listen to what they have to say. It’s important though that we ensure that every voice is heard, not just the louder ones, as there can be a tendency for a vocal minority to have their voices heard above the voices of their peers..

Litmus Test quick self-reflection tool

Prompts and resources

Wellbeing measurement tools / check-ins are a great way for C&YP to be heard and needs assessed. Cornwall has it's own Right On Survey which takes place every 2 years. Right On is free to take part in and is free to schools.

I wish my teacher knew...

I Wish for Change: Unleashing the Power of Kids to Make a Difference - Kyle Schwartz

Kyle Schwartz (who brought I wish my teacher knew... to prominence) has written an excellent book very relevant to the current concerns about climate and the real desire of young people to make a difference. Well worth a look.

Peer Support

Students supporting their peers as part of a whole school approach is powerful way to:

enable student voice to be heard
supportYP wellbeing in primary and secondary settings.

There are lots of models and approaches - Peer Mentors / Wellbeing Ambassadors / Wellbeing Warriors (?!) / Antibullying Team / Playground Buddies et al. Whatever they are called they need considerable commitment - 'training'; adult support (including 'buy-in' from SLT and across the school) and resources, from space in school to physical resources to engage potential mentees.

Their are significant differences between peer support and peer mentoring (although language can be fluid.) In terms of sustainability / accessibility we believe developing a model of peer support initially - with supporters offering a a buddy / safe space approach alongside help-seeking support - is more likely to lead to a sustainable model.

The DfE document: Peer support and children and young people’s mental health Research review, March 2017 by Coleman, N et al sets out some characteristics of successful / failed approaches. (NB the Anna Freud project referenced below - has more up to date research findings).

Recommended resources / programmes

Highly Recommended

Anna Freud Peer Support Programme

Resources to develop a peer mentoring programme supporting mental health and wellbeing.

Headstart Kent - Peer Mentoring Toolkit

The peer mentoring toolkit is designed so that staff can deliver the training in a flexible way to suit the needs of the group. Within the tool kit there is guidance on how to set up and run peer mentoring to suit the needs of the young people in your setting. There are different versions of the toolkit for Primary (aged 8-11) and Secondary (aged 11-18).

Our Peer Mentoring programmes are based on young people supporting each other; matching peer mentors with mentees in one-on-one friendships so that they can provide guidance and support, serving as positive role models. Our programme enables Peer Mentors to listen and support fellow pupils (mentees); helping them deal with the current challenges they may be struggling with. (not just bullying)

Worth a look (limited in scope)

Diana Award - Anti Bullying Ambassadors

The Anti-Bullying Ambassador Programme equips students and staff with the tools needed to tackle bullying behaviour head on, transform your school’s approach to anti-bullying and create a safer, kinder school community. Our Programme is youth-led, with your students leading their anti-bullying campaign as Anti-Bullying Ambassadors.

Cornwall Council's information about the rights of the child

Cornwall: a brilliant place to be a child and grow up in

Currently one of the council priorities is that Cornwall is "...a brilliant place to be a child and grow up in"

- something we feel strongly that children and young people must have a say in - the ideas and resources here will help.

"a brilliant place..." is the inspiration for the 'My Brilliant Place to be ME!' project for schools, children and their families

Brilliant me image

Explore the other Principles of a Whole School Approach

#1

Leadership and management that supports and champions efforts to promote emotional health and wellbeing

Leadership and management that supports and champions efforts to promote emotional health and wellbeing

#2

An ethos and environment that promotes respect and values diversity

An ethos and environment that promotes respect and values diversity

#3

Curriculum, teaching and learning to promote resilience and support social and emotional learning

Curriculum, teaching and learning to promote resilience and support social and emotional learning