Students as Researchers

Students as Researchers Making a Difference

Michael Fielding and Sara Bragg

ISBN 1 85749 847 X

© Pearson Publishing 2003 Published by Pearson Publishing 2003

A publication from the TLRP/ESRC Project, Consulting Pupils about Teaching and Learning

A licence to copy the material in this pack is only granted to the purchaser strictly within their school, college or organisation. The material must not be reproduced in any other form without the express written permission of Pearson Publishing.

Pearson Publishing, Chesterton Mill, French’s Road, Cambridge CB4 3NP Tel 01223 350555 Fax 01223 356484 www.pearsonpublishing.co.uk [email protected]

Foreword The importance of consulting students about their views on their schools and their learning is increasingly recognised and is now being incorporated within Government policy and directives. Whilst there are many reasons for this interest, a key concern is to develop the learning and autonomy of young people in schools. At the same time, there is a lack of information about how to achieve appropriate and effective consultation and involvement. This is the second in a series of three publications written for teachers, senior staff in schools and trainee teachers who want to develop pupil engagement and achievement through increased opportunities for consultation and participation. It does not offer off-thepeg solutions; however, the series as a whole provides ideas and evidence that substantiate and articulate the link between pupil consultation, participation and learning. It aims to support teachers in developing the role of the pupil in improving teaching and learning and the conditions of learning in school, and in raising the profile of pupil consultation and participation so that its potential is more widely understood. This resource deals with an initiative called ‘Students as Researchers’; the first, Consulting Pupils: A Toolkit for Teachers, by John MacBeath, Helen Demetriou, Jean Rudduck and Kate Myers provides practical strategies for consulting pupils. Finally, Consultation in the Classroom, by Madeleine Arnot, Donald MacIntyre, David Pedder and Diane Reay, reports the work of two classroom-based studies, each focusing, from different perspectives, on what pupils say about the pedagogic and social conditions of learning and how teachers respond. This resource has its origins in Michael Fielding’s work over many years to promote student participation in schools. It draws particularly on a Students as Researchers project that began in 1996 at Sharnbrook Upper School in Bedfordshire as part of the school’s engagement with the Cambridge University IQEA (Improving the Quality of Education for All) school improvement initiative. It was jointly devised, developed and led by the then deputy head, Louise Raymond, and Michael Fielding, who was at that time based at the University of Cambridge School of Education. The Sharnbrook initiative was subsequently taken up and adapted by a number of other schools, some of which are listed in the acknowledgements section over the page.

A note on terms: ‘students’, ‘pupils’ or ‘children’ Schools differ in whether they refer to young people as ‘pupils’, ‘students’ or ‘children’. We have deliberately tried to reflect this diversity, but have maintained the use of ‘student’ in referring to Students as Researchers because this is the term used to describe the movement both in the UK and abroad.

Pearson Publishing Tel 01223 350555

Students as Researchers

Acknowledgements Much of the research reported in this resource was undertaken for a project entitled Consulting Pupils about Teaching and Learning (2000-2003) funded by the Economic and Social Research Council’s Teaching and Learning Research Programme. We would like to acknowledge the support and encouragement of the ESRC/TLRP central team, led originally by Charles Desforges and subsequently by Andrew Pollard. The authors would particularly like to thank Professor Jean Rudduck, at the University of Cambridge, the project’s overall coordinator, and Nichola Daily, the project secretary, for their advice and encouragement throughout the project; Ann Curtis who helped in numerous ways; and other members of the team: Madeleine Arnot, Nick Brown, Helen Demetriou, Julia Flutter, John MacBeath, Donald McIntyre, Kate Myers, David Pedder, Diane Reay and Beth Wang. Derry Hannam also generously offered advice. More information about the project is available from www.consultingpupils.co.uk. The authors are grateful for the support, participation and encouragement of all the schools, students and teachers involved in the project, and also to the many who contributed indirectly. The list below is partial, and indicates in brackets the names only of the teachers most directly involved: • Abbey Grange Church of England High School, Leeds (Ken Yeates) • Bognor Regis Community College, Bognor Regis, West Sussex (Sue Bond) • Brackenhill Primary School, Bradford (Jean Blackburn and Claire Reid) • Francis Combe School, Watford, Hertfordshire (Geoff Carr) • Hastingsbury Upper School, Bedford, Bedfordshire (Gill Mullis) • Haywards Heath Sixth Form College, West Sussex (Elizabeth Draper) • Manor Field Primary School, Burgess Hill, West Sussex (Kit Messenger) • Manor Hall Middle School, Southwick, West Sussex (Judy Grevett) • Park Sixth Form College, Eastbourne, East Sussex (Steve Hobbs) • Park View Academy, Tottenham, London (Michele Wragg) • Queen Elizabeth Girls’ School, Barnet (Non Worrall, Nigel Royden and Aileen Naylor) • Ratton School, Eastbourne, East Sussex (Elaine Buchanan, Chris Reene, Tony Dunn and Danielle Trim) • Samuel Whitbread Upper School, Shefford, Bedfordshire (John Kane) • Sandy Upper School, Sandy, Bedfordshire (Ros Watts) • Sharnbrook Upper School, Sharnbrook, Bedfordshire (Louise Raymond, Bridget Dix, Tania Cooksey and Chris Harding) • South Bersted CE Primary School, Bognor Regis, West Sussex (Joy Waelend) • Steyning Grammar School, Steyning, West Sussex (Anne Laker and Jeanette Masters) • Uplands Community College, Wadhurst, East Sussex (Tom Jackson, Kerry Scriven and Mike Stewart) • Wheatcroft JMI School, Hertford, Hertfordshire (Alison Peacock and Jane Round) We would also like to thank all those who looked at earlier drafts of this material, especially Jean Rudduck, John Parry, Jo Thorp and Louise Raymond.



Contents Using this resource........................................................................................................................ 1 1

Introduction............................................................................................................................ 3

• Young people’s involvement in research.............................................................................. 3 • Students as Researchers in action: some examples.............................................................. 7 • But is this research?.............................................................................................................. 14 2

The benefits of SAR projects................................................................................................ 15

• What do students gain?........................................................................................................ 15 • What do teachers gain?........................................................................................................ 19 • What do schools gain?......................................................................................................... 22 3

Ways of working.................................................................................................................. 25

• Preliminary commitments.................................................................................................... 25 • Structuring Students as Researchers groups........................................................................ 26 • Stages in the process of Students as Researchers projects................................................. 27 • Helping Students as Researchers projects to work............................................................. 36 • Sustaining Students as Researchers activities...................................................................... 41 • Extending it: running multiple SAR groups........................................................................ 42 4

Building a whole school commitment................................................................................ 44

• Promoting pupil participation: a ‘diary’.............................................................................. 44 • Sustaining educational change............................................................................................ 47 5

Conclusion: Lighting the slow fuse of possibility?............................................................ 54

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Sources of further support................................................................................................... 56

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Further reading.................................................................................................................... 58

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References............................................................................................................................. 59

Appendices

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Students as Researchers and Citizenship Education........................................................... 61

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Hastingsbury Upper School presentation........................................................................... 62

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Presentation summary.......................................................................................................... 64



Using this resource The resource This resource is written for classroom teachers and senior managers; for students and policy makers; for those who are new to Students as Researchers (SAR) work and those who may already have some experience of it. It aims to help schools to see the potential of engaging students as researchers and it explains how schools might initiate Students as Researchers activities and how they might evaluate and develop existing projects. Examples of projects already underway give some idea of their diversity and of the creativity students bring to the process. They show what can be achieved in everyday settings where teachers and pupils work together. Throughout the resource, we have included the voices of students and teachers in primary and secondary schools where Students as Researchers projects have been implemented, drawing on interviews and informal conversations we have held with them. We indicate the range of responses such work provokes, and we describe its dilemmas as well as its achievements. At the end of the resource, we include further reading and references for those who want to know more. All the materials in this collection may be freely copied within the purchasing organisation and multiple copies may be made to support discussion among groups of teachers.

The accompanying CD-ROM The accompanying CD-ROM provides additional material to support this resource.

Getting started with your CD-ROM (Windows PC) To access the materials, insert the disc into your computer’s CD-ROM drive. A window showing the list of files on the CD-ROM may appear. If nothing appears to happen, doubleclick on the My Computer icon on your desktop. Double-click on the icon for your CD-ROM drive. This is often drive D (shown by D:) but it may be a different letter. This will open the window showing the list of files on the CD-ROM. Double-click on a file to open it.

Getting started with your CD-ROM (Mac OS) To access the materials, insert the disc into your computer’s CD-ROM drive. A window showing the list of files on the CD-ROM may open automatically. If nothing appears to happen, double-click on the CD icon, showing the name of the product, that appears on your desktop. This will open the window showing the list of files on the CD-ROM. Doubleclick on a file to open it.



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Presentations Three Microsoft® PowerPoint presentations which summarise the materials are provided. These are designed for use in communicating with colleagues or on in-service or pre-service courses. The presentations, accompanied by their file name in brackets, are shown below: 1 Introduction to Students as Researchers (01intro.ppt) 2 The benefits of Students as Researchers (02benefits.ppt) 3 Ways of working (03ways.ppt) To view the presentations, you will need Microsoft® PowerPoint, or suitable alternative software. A copy of the presentation slides can be found on pages 64 to 70.

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1 Introduction Education is for students and therefore students should have a say in it. (Student researcher) Our sense of what young people can achieve and the respect they are entitled to as members of a democratic society have both changed. Young people’s right to be taken seriously as ‘competent social actors’ (Alderson, 2000: 243) who shape their own lives, individually and together, and who influence the society to which they belong, goes beyond the particularities of circumstance or place. The United Nations Convention on the Rights of the Child (1989) ensures children have not only rights of provision and protection, but also those of participation – that is, rights to express views and to be heard, and to take part in activities and decisions that affect them. The Convention requires us to be less condescending and more open in our attitudes and behaviour to young people who will shape the world for those who are yet to be born. One key arena for participation should be schools, where in recent years young people have come under increasing pressure: they often feel that they are subject to an ever-greater workload and burden of testing, their performance is heavily scrutinised, and even their achievements are often dismissed as evidence of falling standards. Yet research suggests that, in practice, schools still provide disappointingly few opportunities for students to express their views and contribute meaningfully to shaping school life (Alderson and Arnold, 1999; Wyse, 2001). This situation contrasts with the world beyond the school, where young people have increasing economic power, social maturity, funds of informal knowledge derived from the rich leisure media culture surrounding them, and a greater sense of entitlement. If they fail to engage their students, schools will miss out on valuable opportunities to develop young people’s skills, improve provision, and promote citizenship and social inclusion. This resource is about one approach – Students as Researchers (SAR) – that exemplifies new attitudes and ways of working with young people in schools. It has developed in the UK in the last ten years and has many companion projects operating across the world.

Young people’s involvement in research For some time now young people have been involved in research and enquiry in a variety of ways. In her overview, Priscilla Alderson (2000) suggests three different kinds of involvement with research. Firstly, in the course of their formal education, pupils use active learning methods in which they investigate class or coursework topics through research approaches such as interviews, questionnaires and examining documentary evidence. Secondly, young people are increasingly involved in adult-led research where they help to plan questions, collect, analyse or report evidence and publicise findings. Adult researchers may see this as: • a way to gather better quality data by using more appropriate language or questions • a means of accessing the views of young people who are otherwise hard to reach • contributing a distinctive ‘youth’ perspective that may differ from adult points of view (Kirby, 1999).



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Thirdly, there is a growing willingness to support and encourage research directed by young people themselves with the assistance of experienced adults. Here, the emphasis may be on encouraging skills of democratic participation and the personal development of the young researchers involved (Kirby, 1999).

What is Students as Researchers? Students as Researchers emerges from these three traditions. It promotes ‘partnerships’ in which students work alongside teachers to mobilise their knowledge of school and become ‘change agents’ of its culture and norms. It seeks to develop amongst students and teachers a sense of shared responsibility for the quality and conditions of teaching and learning, both within particular classrooms and more generally within the school as a learning community. In the Students as Researchers projects described in this resource, specific groups of students identify and investigate issues related to their schools and their learning that they see as significant. The projects aim to enable students to work with teachers in bringing about change, or even to take the lead, with teachers supporting and facilitating the process. Rather than being a passive ‘data source’, simply ticking boxes on a survey designed by adults, they become a significant ‘voice’ and significant agents, shaping the form and direction of research. Students as Researchers seeks to involve, not merely to use young people, viewing them not just as recipients or targets, but as resources and producers of knowledge. Students as Researchers can be approached at the level of the individual teacher, the team or department, or the whole school or college. For instance: • Individual teachers can work in individual classrooms with their pupils to develop ways of teaching and learning that are more enjoyable, engaging and productive. For example, what does ‘independence in learning’ mean? What might it look like in practice? How can we gather data to show how we are working at the moment? How can we develop our way of working so that we encourage new approaches in each other? (An example of SAR work in an infant school) • Team/department members can consult students about how their joint work might be better developed, in terms of the content, the teaching approach, or assessment processes. For example, how can we find out why Year 9 girls are switched off PE, or boys are not doing well in Modern Foreign Languages? How do their attitudes compare with Year 9 students in other curriculum areas? How can we develop ways of working that meet their needs better? (Examples taken from SAR teams in a secondary school) • Whole schools/colleges can devise approaches in which student research explores aspects of teaching and learning in ways which are student-driven, teacher-friendly and produce purposeful and positive change. For example, why do many students feel resentful about existing systems of quality assurance? Why are returns so uneven and uneventful in terms of outcomes? What alternative approaches might be adopted? (An example taken from a sixth form college SAR team)

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Students as Researchers assumes that: • students can undertake serious and significant work • they have skills and knowledge about teaching and learning based on their daily experience of schools and classrooms • they should be trusted and supported in their work. By offering support or training, Students as Researchers recognises the importance of preparing young people to take on new roles. It also aims to share control of the research process with students and to enable them to generate useful knowledge that can inform educational decision-making and influence practice. Students as Researchers rests on a number of beliefs and observations: • Young people and adults often have quite different views of what is significant or important in their experience of and hopes for learning. • Even when they identify similar issues as important, they can mean quite different things by them. • These differences are potentially a source of creativity rather than unproductive conflict. • If we start from students’ questions (as well as, or even instead of, teachers’ questions) and support their capacity to pursue their enquiries, we often find that new knowledge emerges about learning, about teaching and about ourselves as teachers and learners. • For this process to be productive and engaging, we need to create conditions of dialogue in which we listen to and learn from each other in new ways for new purposes.

Students as Researchers: support from policy and research The 2002 Education Act requires schools to consult with pupils, whilst OFSTED expects inspectors to report on how far a school ‘seeks, values and acts on pupils’ views’. The Department for Education and Skills is currently (2003) drawing up guidelines on ‘giving children and young people a say’ at all levels of schooling. Students as Researchers projects have links with many other practices that engage students in the life of their schools. They build on the activities of school councils in representing student perspectives and building democratic practice. They echo the increasing tendency of pastoral schemes to involve students in initiatives such as peer counselling, ‘buddying’ or health promotion. Such programmes have been extended into: • peer and cross-age tutoring and support in other areas of learning and the curriculum • the use of students as learning partners in the context of school-based initial teacher education • student contributions to interview panels for staff appointments, or input into school development plans. In primary schools, Students as Researchers builds on existing practices such as circle time. In Appendix 1 (page 61), we outline how Students as Researchers work may help meet the requirements of Citizenship Education.



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Educational thinking has shifted from focusing on ‘what to teach’ to ‘how students learn’. Emphasis is on enabling children to be engaged, reflective, confident and self-directed learners who can develop their own theories of learning alongside their teachers. Indeed, it may be more important for young people to acquire particular dispositions to learning than to acquire specific bodies of knowledge. Students as Researchers, in its capacity to enable students to reflect on the conditions of teaching and learning, connects with concerns about ‘the learning society’ and ‘lifelong learning’. The boundaries between fixed categories of teacher and learner are now more flexible than they once were. Students as Researchers has its roots in important traditions of teacher enquiry and action research that have for decades exemplified a less exclusive and more open professionalism. The work of John Elliott on action research (1991), Donald Schon on reflective practice (1983) and Lawrence Stenhouse on teacher research (1975) are well known. More recently, others have suggested that student involvement in action research can not only help us develop new practices and ways of working in classrooms, but can also contribute to institutional self-evaluation and development (Fielding, 2001; Fielding, Fuller and Loose, 2001; MacBeath, 1999; MacBeath et al, 2000; Rudduck, Chaplain and Wallace, 1996; Rudduck and Flutter, 2000). Internationally, there is now a substantial body of exciting, innovative work from which the growing Students as Researchers movement learns and to which it contributes. In the USA, Patricia Campbell et al (1994) have worked with students as programme evaluators, and others with students as researchers: Dana Mitra (2001), Penny Oldfather (1995), Elena Silva (2001), Suzanne SooHoo (1993) and Shirley Steinberg and Joe Kincheloe (1998). In Canada, Ben Levin (2000) has been arguing for the central importance of students in school renewal for over a decade. In South America, there is the work of Marcia Prieto (Fielding and Prieto, 2002; Prieto, 2001). In Australia, there is the work of Bill Atweh et al (1995; 1998), Susan Groundwater-Smith (1999), Pat Thomson and Roger Holdsworth (Holdsworth, 2000a; Holdsworth and Thomson, 2002). Since 1979, Roger Holdsworth has edited a newsletter called Connect that gathers stories of youth and student participation from around the world. A number of international case studies and reflections – including articles by students – have been collected in a special ‘Student Voice’ issue of the journal, Forum (43, 2, 2001), edited by Michael Fielding (see p58). Meanwhile, in the world beyond the classroom, forms of participation are changing, with people (including young people) now ready to take direct action – often with wit and verve – to make their points, rather than relying on traditionally more passive or elitist forms of representative democracy. Students as Researchers projects help to develop young people’s capacities to take self-directed action on issues that concern them, in ways that help to ensure they will be listened to. Students as Researchers is not, of course, a panacea for the many problems of education in our society. It remains to be seen whether its distinctive values and commitments to mutual learning between adults and young people will be sustained and extended beyond its first decade of development, or fade under new pressures faced by schools. Nonetheless, we hope that the practical examples in this resource of teachers and students working together in new ways will contribute to a climate of optimism that will take us into a phase of education fit for the 21st century.

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Students as Researchers in action: some examples Taking young people seriously means giving them serious things to do. (Roger Holdsworth, 2000b) In the schools we have worked with, Students as Researchers projects typically fall into three categories, addressing issues of teaching and learning, curriculum and policy, and school organisation and environment.

1 Teaching and learning For example, students have researched: • what makes a good teacher • what makes a good lesson • what helps and hinders learning (for specific year groups or subjects) • the relation between students’ gender and teachers’ questioning patterns • the relation between classroom layout and student behaviour • students’ preferred teaching and learning styles • starting lessons effectively • the drop-out rate in particular subjects • the effect of environment on learning • the gender divide within technology subjects.

2 School and curriculum policy Students have researched: • the tutorial programme • pastoral programmes and PSHE • careers awareness and guidance • profiling and assessment • post-16 choices • induction into the sixth form • making GCSE choices • bullying or racial/sexual harassment policies • achievement, rewards and discipline systems • truanting • what makes a good form tutor • structure and loading of homework • working with trainee teachers.



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3 School organisation and environment Students have researched: • playground layout and design • the use of footballs in the playground • school meals • dining room arrangements such as queuing • ‘safe and unsafe places’ within the school grounds • students’ recreational needs • safety outside the school • refurbishing toilets and social areas. The following short accounts indicate how Students as Researchers works in practice, in a range of different contexts and with different research agenda.

Examples of projects concerned with teaching and learning Example 1: Discussing ‘good teaching’ as part of the National Healthy Schools Standard (Years 5 & 6) What was the focus of the work? ‘Good teaching and learning’ in a primary school.

Who was involved? How long did it take? The deputy head worked with all (120) KS2 children in regular ‘pupil voice’ assemblies that she ran. This particular exercise took place over a few weeks, but was part of a broader process to promote children’s active participation in the life of their school and their capacity to take responsibility for decisions that would affect their learning.

What did they do? In one assembly, the deputy engaged pupils in discussing the ‘Healthy Schools’ initiative. One pupil suggested that ‘decent teachers’ would contribute to making schools healthy. The deputy head turned this into a research opportunity. The children worked in groups to come up with categories they saw as being the main qualities of a good teacher. In one assembly these were displayed on the wall and all the children moved around the hall placing a coloured dot against the categories of good teaching that they most agreed with. Year 6 pupils took the results away. They collated and analysed them in their Maths class, and then typed them up and presented them to the other KS2 pupils. The results were also shared with teachers in a staff meeting.

What were the outcomes? Although this particular research exercise cannot be separated from other initiatives that were implemented, during the time that the deputy head worked with the children, she observed significant shifts in their readiness and ability to talk about learning, and to identify their strengths and weaknesses. For instance, when she asked them to set targets for the school development plan they asked for ‘more responsibility for our own learning’. Children’s maturity and their desire to make the school ‘happier’ surprised and reassured staff who became increasingly respectful of what children could achieve.

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Example 2: Good lessons, good teaching, effective grouping practices (Year 8) What was the focus of the work? Three topics emerged from students’ discussions: ‘What makes a good lesson?’, ‘What makes a good teacher?’, ‘Student views on grouping practices’.

Who was involved? How long did it take? Teachers selected 18 students (nine boys and nine girls) from Year 8, which the school had identified as a ‘lost’ year that sometimes failed to reach its full potential. They worked in three parallel groups of six. Each had a member of staff to support them, with a senior manager as the overall coordinator. The process lasted two terms.

What did they do? The 18 students and the teachers attended a training day off-campus and then met weekly at lunchtimes. Each took a different topic (see above). They devised questionnaires, interviewed teachers and students, and observed lessons. They presented their work in progress regularly, to the headteacher, to staff and to students. A presentation at a year assembly showed their commitment and hard work on behalf of others and seemed to help overcome the resentment that some other students had initially felt at not being included.

What were the outcomes? The students produced three reports and PowerPoint presentations. The research into ‘What makes a good lesson?’, for example, emphasised teachers’ and students’ shared perspectives, and the students’ role in successful learning: 80 to 90% of students and 100% of teachers believe that students play an important role in making a lesson a ‘good’ one. “The students are the lesson”… We have noticed that both students and staff want similar things from lessons. There is common ground between both ‘sides’!! Teachers recognised that they had underestimated Year 8 – that ‘students as the “receivers” of our teaching are an underused resource’, as the deputy head put it. They became more receptive to student input into curriculum planning. The KS3 coordinator observed a positive impact, particularly on the learning of other Year 8 boys. She commented that the student researchers ‘take the skills they’ve learned back into their lessons. It rubs off on other students, and it rubs out the “boff” thing, so it takes the lid off to allow the development of the whole year’.



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Example 3: Developing new teaching approaches (Year 9) What was the focus of the work? A Year 9 Modern Foreign Languages teacher wanted to experiment with more active learning methods and to seek student feedback on these and existing tasks.

Who was involved? How long did it take? She worked with six volunteer student researchers, three in each of two Year 9 classes during an intensive period at the end of the summer term.

What did they do? The student researchers conducted focus group discussions with the rest of the group following each lesson or group of lessons in which the teacher introduced new teaching activities. The teacher thought that the students were more open with their peers than they might be with her. The researchers shared their notes on the group’s comments with the teacher. They collectively discussed what student responses indicated about how the teaching could be improved.

What were the outcomes? The teacher felt that the whole group appreciated her genuine attempts to find out and listen to their views and that she gained important insights into her students as learners and as individuals. As a result she took more risks with them and gave them responsibilities that they responded to very positively. For instance, in one lesson she agreed to their request to play a language game in the playground; they not only did so constructively but were able to explain their learning to a passing teacher who questioned them. She formed a strong bond with the student researchers that she felt affected the ethos of the whole class and would enable her to begin Year 10 teaching on a positive note. Her teaching approach changed as she planned future courses bearing in mind the kind of comments she had received, seeing both new and familiar tasks from students’ perspectives.

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Examples of projects concerned with school and curriculum policy Example 4: Evaluating the buddy system (Years 3 to 6) What was the focus of the work? Investigating children’s perceptions of the effectiveness of the school’s buddy system.

Who was involved? How long did it take? Members of the school’s active and popular school council – which had already investigated students’ attitudes towards extra-curricular activities and how the programme could be extended. The research began in February and the final report was completed in June.

What did they do? In a school council meeting, pupils suggested how they could investigate the buddy system. They chose to: • conduct playground observations (contrasting days when buddies were present and when they were not) • run focus groups • email other schools to find out how their buddy system worked and if it was a success • write a questionnaire. Small groups of five to six pupils each took responsibility for one of these areas and results were discussed in subsequent school council meetings.

What were the outcomes? The report itself revealed interesting divergences of opinion: for instance, whilst younger pupils in the school were supportive of the system, older boys in particular seemed to have negative attitudes towards it. The school council discussed why this might be and what might be done about it. The researchers were also highly reflective about the advantages and disadvantages of each of the approaches they had chosen, and had clearly learnt a great deal about research methods. (For further details, see Hannam, forthcoming.)

Example 5: PSHE provision (Year 10) What was the focus of the work? Investigating a school’s Personal, Social and Health Education provision, which was felt to be in need of improvement.

Who was involved? How long did it take? Teachers selected 15 Year 10 students who attended a training day and were allowed a morning in school to finalise their research approaches and tools. The entire process took six weeks during the summer term.

What did they do? Students gathered data – questionnaires completed by a sample of Year 7, 8 and 9 students and by KS3 PSHE teachers; interviews with 21 students and six teachers; and 14 focus group discussions – and wrote a 51-page report.

What were the outcomes? The research report was critical of the teaching materials on the course such as videos, which seemed contemporary to the teachers, but outdated to the students. It also found that the teaching methods were information-heavy and over-prescriptive, leaving students little room to get involved. It highlighted the fact that students were aware that some tutors were embarrassed and ill-equipped to teach issues such as adolescent sexuality and drugs education – which in turn students themselves found embarrassing. The researchers suggested how the curriculum could move towards a more negotiated one. The programme was changed extensively as a result, with much greater use of interactive teaching, discussion and investigation and more opportunities for students to play a role and to use ICT.



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Example 6: Transition to sixth form study (Year 12) What was the focus of the work? A school identified teaching and learning in the sixth form as one of its priority areas for school improvement, noting particular problems to do with the transition from GCSE to post-16 study.

Who was involved? How long did it take? One member of staff was given a responsibility point to recruit and support a group of 12 students whose brief was to help the school understand student perspectives on the issue. The process lasted from November to the summer term.

What did they do? Students met weekly at lunchtimes. They carried out lesson observations, then designed a questionnaire for students, asking them about their preferred teaching approaches, areas where they felt they lacked skills, the characteristics of good teachers and good students, and students’ use of time.

What were the outcomes? The data collected emphasised students’ responsibilities in contributing to successful learning and teaching. For example, the researchers observed that up to 60% of students were late for lessons and asked students for their ideas on how teachers should respond to this situation. Through the enquiry, students were able to communicate their need for help, for instance with organising files and folders, or their preferences – such as for having homework set in the middle rather than at the end of lessons. The researchers used their findings to design postcards. One side of each postcard contained a written finding; on the other was a witty cartoon (drawn by students) that made the same point. They distributed these to all teachers. They provided a talking point amongst staff and students and teachers often referred to them in lessons. Students commented that they felt that teachers were indeed listening to their concerns, and this had helped to improve staff–student relationships.

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An example of a project concerned with school organisation and environment Example 7: Redesigning the school playground (Years 5 and 6) What was the focus of the work? A primary school carried out a project to develop the school playground.

Who was involved? How long did it take? Year 5 and 6 pupils working with the deputy head, over one term.

What did they do? Pupils took the lead in talking to younger pupils during break times and in assembly about their ideas for landscaping, how different areas could be used, and so on. According to the deputy head, the pupils came up with some ‘wacky ideas that the adults would never have thought of’. Pupils had a different understanding and experience of the playground from adults. Presenting arguments for change based on ‘consumer enquiries’ helped ensure that staff would listen to and respect pupils’ views. For example, pupils suggested the playground have a digging pit – a self-contained area where they could dig with small trowels and sticks and look for bugs or fossils. They also proposed a stage, slightly raised from the ground, where they could perform dances. They wanted a ‘sad’ area – ‘somewhere to go and be quiet sometimes’; this idea eventually emerged as the ‘sensory garden’. The pupils were given a budget and wrote to local businesses and garden centres to seek support. They designed the playground with a landscape gardener who came in voluntarily to work with them.

What were the outcomes? The project culminated in a day where the whole school community came to work on the grounds, with older pupils helping to run a crèche for the youngest pupils amongst other things. After the playground was finished, Year 6 continued to be involved in suggesting further improvements; for instance, they proposed that a bench be designated as one where younger pupils would go if they wanted a Year 6 ‘buddy’ to come and talk to them.

‘The whole school community came to work on the grounds’: a drawing by one of the pupils in the school magazine



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As these examples show, Students as Researchers projects can be diverse in form and focus. They raise a number of issues, such as: • how the student researchers are selected or come to volunteer • how research topics are chosen • how to ensure that students and teachers beyond the Students as Researchers group are informed, involved and supportive • how to ensure that there are real outcomes that can be acted upon • how to disseminate findings and tackle risky issues. These issues are discussed in more detail later.

But is this research? One central dilemma is about whether this work can be seen as ‘research’. Students as Researchers could be seen to trivialise professional research by implying that anyone with minimal training can do it. Moreover, students tend to rely on conventional research instruments such as surveys and questionnaires, rather than on more in-depth or creative qualitative approaches. The former have been criticised for their hidden assumptions and their limited capacity to capture respondents’ views (although the findings may have value when used as a basis for discussion, as MacBeath et al argue in Consulting Pupils: A Toolkit for Teachers). Some have argued that it may be more appropriate to think of students’ research as ‘inquiry’. The term which is used is perhaps unimportant, provided that: • the activity is handled with proper respect for the nature of evidence • students involved think seriously about how ‘findings’ that indicate a diversity of views can lead to action • young people’s interest in and commitment to helping make schooling better is recognised and respected.

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2 The benefits of SAR projects What do students gain? Finally I had found that extra niche that I needed in order to keep me interested in my studies and motivate me to come to school. From some work that I had done I had influenced the school’s feelings about profiling so much that they had changed it. That gave me a great sense of achievement. (Y10 researcher) Our evidence suggests that Students as Researchers projects have a positive impact on students, not only on those involved as researchers but on the whole class, year group or even the whole student body. These include: • developing a positive sense of self and agency • developing inquiring minds and learning new skills • developing social competences and new relationships • reflecting on their own learning • a chance to be active and creative.

Developing a positive sense of self and agency The specific appeal of Students as Researchers may be that it enables young people to escape from the dominant identity that they are offered in school – that of the passive pupil who is the recipient of adult decisions in the classroom. Instead, it offers them a chance to be active ‘researchers’ or ‘investigators’, inquiring into the conditions of teaching and learning on behalf of other students and taking more control of their learning. Students as Researchers gives young people the chance to try out different roles. Like other extra-curricular activities that a good school will provide for students, such as drama, sports or peer counselling, Students as Researchers projects allow young people to experiment not just with particular activities or skills, but with ‘who’ they can become in different contexts. Student researchers described the pleasures of participating in purposeful activities addressing issues that they define as important, that are challenging and have an impact or consequence that extends beyond the participants. They often realise that they are capable of more than they thought and that they can develop a perspective and point of view (for instance, through writing recommendations for action). Knowing that students’ views are having an impact on how things are done in school and classroom gives satisfaction and pride: The feeling of giving something back to the school, my fellow students and future students, in an ongoing way, was fantastic. (Y13 researcher) My enthusiasm and motivation came from knowing that the research that we were carrying out was going to make a difference – to benefit younger students. I like to think that we were the voice of all the students who took part in our investigation. (Y10 researcher)



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Developing inquiring minds and learning new skills In the process of planning and doing the research, student researchers learn useful new skills – in a context where they are relevant and meaningful. These include: • academic skills • communication skills • ‘civic’ skills. Students acquire academic skills that are helpful in future study and work, such as: • identifying important issues that need exploration • devising schedules for questionnaires, interviews or observations • conducting interviews or focus groups, with both adults and peers • analysing and interrogating public documents • data interpretation • writing for different contexts (eg reports and newsletters) • using relevant software packages for analysing and presenting data, such as Microsoft® Excel or PowerPoint. Students acquire communication and presentation skills and become more confident communicators because they are required to speak in public to different audiences, such as pupil assemblies, parents’ evenings, governors’ and staff meetings, conferences and workshops: I’m more confident. My English has improved. I type up everything and distribute it and giving presentations, my oral work, things like that, don’t bother me any more. 30 teachers, six different schools, it doesn’t bother me now to stand in front of a class. (Y10 researcher) In front of ‘posh’ people I can talk formally, getting my point across. (Y9 researcher)

Student researchers also develop ‘civic’ skills such as those of running meetings, which includes drawing up an agenda, taking minutes, chairing and turn-taking: The Year 5s do minuting – it sounds very grand, but what they would do basically is use note-taking and where else in the curriculum do they get the chance to do real notetaking? – It’s all real-life stuff! (Primary deputy head)

Developing social competences and new relationships In Students as Researchers projects, students experience new ways of collaborating with and learning from each other and teachers. The process of conducting a research project usually involves working in teams for an extended period; this requires commitment, initiative, a sense of responsibility, and skills of negotiation, facilitation, listening and cooperation: Staff and students alike learnt to respect the other individuals in our groups for the exact qualities that might usually cause contention. For example: that somebody else holds a different point of view to your own, or everybody holds a different view to each other, helps a group to get the most out of their research… Explaining your own reasoning and listening to that of others helps you to identify the best options. As long as the common aim is always borne in mind, a group of very different people can work together effectively to achieve it. (Y12 researcher)

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Students as Researchers projects often involve getting to know students of different ages and abilities, understanding their perspectives, coming to perceive them in new ways and valuing what they can offer. This differs from most school activities, which tend to draw students from similar year, friendship or interest groups: We have opportunities to work, play and help with younger children. This helps me to get on with people. It calms me down and helps me to get to know them and for them to get to know me. (Y6 researcher) Over the four years that I did the project I have worked with all school years, which no other aspect of school life would have allowed me to do. (Y13 researcher)

Student researchers often form new bonds with teachers and come to perceive teachers differently by working with them in a different way: When you’re working very closely with teachers you can’t be scared of them. (Y9 researcher) Teachers’ honesty in explaining that they didn’t have a structured idea of what the project was about and where we were going was strangely liberating. There was a general feeling that we could achieve anything that we put our minds to. (Y12 researcher) It was nice because the teachers that we didn’t quite know, we were getting to know, not in a personal way, but it was an equal thing … It wasn’t like the teacher was telling us what to do. (Y10 researchers)

Students often comment that they now know ‘how difficult it is for teachers to teach!’ and come to recognise that successful teaching and learning involves mutual responsibilities: I am aware of what students can do to make teaching and learning easier or harder. (Y10 researcher) Seeing other people’s behaviour has helped me to think about mine. (Y9 researcher) It has been quite helpful for us to understand some of the problems students have, but also that we really need to help the teachers, because if we don’t put any input in and don’t behave there’s no chance that teachers are going to be able to get on with their job. (Y12 researcher)

All students, not only the student researchers, may come to feel that teachers care about their problems and concerns and start to see their teachers in a new light as a result.

Reflecting on their own learning In Students as Researchers projects, students experience a more flexible learning structure and environment than is typical of most school lessons – one in which they have considerable control over what they do. This often generates excitement and commitment. Students repeatedly comment on how much they enjoy self-motivated activity, where they have greater choice over the pace and style of approach and opportunities for planning, doing, reflecting: You’re not pressurised by teachers to do specific things, you’re independent about how you research it…. You can choose what you want to do when, so you don’t have to do everything in a set order, you can decide whether you want to … You’re not watched



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over by a teacher saying get this done, get that done, you do it – and that makes it work better … There’s more trust. In a normal classroom teachers would come round and check up on you. (Y7 to 9 researchers)

Student researchers can develop a greater sense of control over their own learning and increased confidence in talking about it and how to improve it: Approaching teachers about my work – I feel so much more comfortable and try to communicate as an equal. (Y10 researcher) Our students tell us that things have changed for them in their ability to see themselves as learners, that their ability to understand the process of learning has been affected by becoming able to conduct research themselves, and that they’ve been able to use those skills specifically in their own research for subjects. But I think it’s more than that. They can see themselves as people who can control their own learning and can direct it because they can understand it. (Students as Researchers coordinator)

Students’ investigations help them to tune into the thinking behind current procedures and practices in their schools, and to understand the school as an organisation, particularly in appreciating its complexities and difficulties: You get a much better idea of how the school’s run and why certain things happen, it’s not just a faceless institution. (Y12 researcher)

Student research may also help to create a more general climate in which other students and staff talk about ‘teaching’ and ‘learning’. For instance, teachers might refer to the research project recommendations once they have been completed and disseminated, explaining that their approach to a topic or task has been influenced by what the research has shown about students’ learning preferences or needs. A Year 13 student commented that the school’s Students as Researchers projects ‘changed how students thought of themselves. They came to feel like a more valued and respected source and to recognise that they were actually an education knowledge base’.

A chance to be active and creative Students are both responsible and protected in carrying out their research. A Students as Researchers project is a ‘real world’ one, which offers the chance to make a genuine impact in an area of young people’s lives – the school – that is very significant for them. At the same time, the research reports are not formally assessed, and (in most cases) a sympathetic member of staff supports students in their work. This combination of factors means that students can be exploratory and take risks. It might explain the creativity and commitment students bring to the process, which has been particularly evident in their determination to develop approaches that will involve a wider range of students and to communicate their research to others, often in striking and attention-grabbing ways. One student summed up her involvement in Students as Researchers as: ‘A wealth of experience from six months’ work!’

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What do teachers gain? It constantly reminds me of what teaching should be about, puts me back in touch with the inspirational side of it, because their insights into their lives in school always exceed my expectations. (Secondary teacher working with a Students as Researchers group) We hope that the findings can be used by both students and staff to improve learning and teaching across the school. This is what I find so exciting, this research can make a positive difference to everyone. It’s not about students picking holes in teachers; it’s about achieving together. (Secondary teacher working with a Students as Researchers group)

Students as Researchers projects are rewarding for the teachers directly involved with them, and for others who come into contact with them, in a number of ways. These include: • experiencing a different way of working with students • seeing changes in students • creating new partnerships with students • gaining insights that help their own professional development.

Experiencing a different way of working with students Teachers who have been directly involved in student research projects often express a sense of excitement. They argue that they enjoy working intensively with a smaller group of students than is usual in their teaching. They can get to know students in a different way, outside the classroom, and they often work with students they don’t teach, including different age groups: It gives me a chance to actually get to know the kids, even if it’s only a few of them, and I don’t feel that I can do that in a classroom situation because I’m trying to keep control all the time. (Secondary teacher supporting a Students as Researchers group)

They are often surprised and delighted by young people’s maturity, insight and capabilities: Kids amaze me. They astonish me. They just knock me out. Working with those students in a completely different way has been fascinating. My relationship with them is different. (Secondary teacher supporting a Students as Researchers group)

Seeing changes in students Teachers’ observations often confirm the statements made by young people about the advantages of working in this way. They argue, for instance, that students become both more positive and more active in their approach to teaching and learning, as expressed in: • more regular attendance and completion of homework • readiness to talk to teachers about problems or progress in learning • helping other students • greater willingness to get involved and take initiatives. They had a real sense of collective ownership, thinking ‘It’s up to us to make this work, it’s up to us to make this interesting. Let’s suggest we go on a visit, let’s work together to have visitors to come in and ask questions’. And you can tell from all that qualitative sense of joy in learning that the process of working together worked effectively. (Y6 teacher)



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What we’re enabling them to do is to be more critical of their own education, and I mean that in a positive sense in that they’re beginning to understand, and be able to articulate more about what’s going well, what’s going badly, why it’s going badly and what their rights are. Students have a right to a decent learning experience and they’re not always getting it. But it’s enabling them to not just rebel against it but actually talk about it and say what we’re going to do about it. (Secondary teacher)

Creating new partnerships with students Students as Researchers can contribute to a changing climate of staff–student relationships as teachers come to rethink their attitudes to students’ capabilities. They realise that young people are ‘wise’ to them, that they have insight into the processes of teaching and learning and that they care about their education. They often develop greater trust, more positive attitudes and higher expectations of what groups of students can do. Students too have observed this: It changed how some staff at the school considered their students, encouraging them to think of students more as equals and a source of help in making the most of their teaching. (Y12 researcher)

Teachers also come to understand students’ perspectives. They ‘learn about learning’ from the students’ standpoint: They say, ‘We hate it when we get homework at the beginning of the lesson’. Why? ‘Well it just puts a downer on everything else doesn’t it!’ But we’re taught to put it at the beginning of the lesson because they’re not listening at the end. So I say ‘Would you rather have it at the end?’ They say, ‘No because we’re not listening then’. So where are we supposed to give it to you? ‘In the middle of the lesson’. Right! Little gems like that you wouldn’t necessarily have picked up if you hadn’t been talking to them. (Secondary teacher supporting a Students as Researchers group)

Students as Researchers projects can help new teaching approaches emerge as teachers take back to the classroom the approaches they have seen working in the context of a Students as Researchers project, becoming more confident about promoting collaboration among students, developing partnerships between themselves and students and encouraging their active participation in decisions about the curriculum: I know from working with students that the more you talk with them and involve them, the more it changes the learning relationship … When you work with students in that way, you can see they’re learning about all sorts of things – about themselves, about the subject and how they learn, about other students. And I’ve found that has then impacted on the way I operate in the classroom… I’ve actually handed far more over to them in lessons than I would have done a year ago. (Secondary teacher)

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A pupil from a primary school shows in the following drawing how Students as Researchers projects help teachers and pupils to work together:

Gaining insights that help their own professional development The research itself can contribute to teachers’ continuing professional development. Students can often give valuable feedback to teachers that can help them move forward in their practice: One member of staff had been at the school for 25 years and was impervious to a lot of professional development activity. Having had students observe his lessons, he shared with staff that it had been the most profound piece of professional development activity he had ever been involved in. When he had been observed by OFSTED or fellow colleagues, they just said ‘He’s fantastic’. When students observed him, they said, ‘You always question to the right. And you walk up and down the aisles and the students have told us that they find that really intimidating’. Both of these things he has now addressed. Teacher appraisals had never picked up either of them. (Secondary deputy head)

Others argue that the students’ research acts as valuable reminders of what they already know to be good practice: It’s just bringing it all back together again – reminding you of the things you actually learned during your PGCE. (Subject teacher)

However, they often comment on how powerful it can be to hear this from students: The students’ input was refreshing, inspiring and compelling … I left with a very different understanding of ‘student voice’ and an excitement about the part students can play in their own learning experiences and their contribution to the broader life of the school. (Teacher responding to student researchers’ conference presentation)



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What do schools gain? Students as Researchers is a means of taking forward and engaging students in the development of the school and at the same time equipping them with important skills and experiences. (Secondary headteacher) Any research around their learning is going to increase their understanding of their learning and of course ours. It’s the consumer insight, which we don’t normally get. I see children as having rights within the education process. We provide them with a service rather than favours which is quite a change within education in itself and it’s by no means embedded. (Secondary headteacher)

Students as Researchers projects bring many of the benefits that have been associated with higher levels of student involvement generally. Research has suggested that student participation sets up a ‘benign cycle’, generating motivation, a sense of ownership, confidence, responsible attitudes and commitment, which may in turn be associated with greater engagement with learning and higher attainment (Ashworth, 1995; Hannam, 2003). Where students have helped to generate solutions or policies, they are also likely to have a stake in seeing them successfully implemented. Finally, Students as Researchers may contribute to capacity-building as student researchers act as role models for others and take active roles in other aspects of school and community life. Students as Researchers can make specific contributions to school improvement. Four ‘gains’ were identified in our data and feed into the development of the school as a whole: • creating a ‘learning culture’ • improving teaching and learning • evaluating the curriculum • developing a distinct ethos and identity for the school.

Creating a ‘learning culture’ Students as Researchers can play a powerful symbolic role in the school’s vision of a learning community. As one deputy head argued, ‘It makes a statement about our belief that we can learn from students as much as they can learn from us’. Students as Researchers exemplifies a school’s commitment to creating active, questioning students with a sense of responsibility and an enthusiasm for learning – qualities young people will require when they leave school: The most crucial thing is when the children say to you, ‘It’s made a difference to the way I think about my own learning.’… It’s about ensuring that children grow up being able to learn and seeing themselves as people who have unlimited potential, who are lifelong learners. (Secondary deputy head)

To include students as part of the process of school improvement is an indication of organisational maturity and confidence: It’s good for a school to push the boundaries of its own understandings… the whole process itself is knowledge creating, you are going into areas you have not been into before, so you are developing understandings of what works and what doesn’t any more. (Secondary deputy head)

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Students as Researchers projects, especially when they are set within a school research culture, help schools become ‘learning organisations’ whose members can identify their own issues and priorities and therefore become self-evaluating.

Improving teaching and learning The conditions for improving teaching and learning can be strengthened when teachers collectively: • question teaching routines • examine new conceptions of teaching and learning • find generative means to acknowledge and respond to difference and conflict • engage actively in supporting each others’ professional growth. Students as Researchers projects can help to create a climate conducive to such improvement: Impact? – If you’re talking about achievement, clearly these children [the researchers] will benefit directly, their level of achievement will rise… It produces insights into excellence in teaching, and it produces good insights into excellence in learning. And achievement, excellence, teaching and learning, are three of the key things that we’re talking about in school. (Secondary headteacher)

Or as one eight-year-old put it, ‘A happy pupil makes a happy teacher and that makes a happy school’. One example of how Students as Researchers has helped to raise achievement is where it leads teachers to reassess student capabilities and set them more challenging work – something that is particularly important in Years 8 to 9 or Year 5, where excitement about learning can flag. Students’ input, based on their own research evidence, can make a significant contribution to changing school structures and processes. One example is a research project into the use of trainee (ITT) teachers within the school. Students carried out focus group discussions and individual interviews with students and wrote a report noting inconsistencies in the use of trainee teachers across different departments. They proposed a means by which students could work with trainee teachers to establish dialogues about teaching and learning. Eventually, teacher-training practices were significantly reorganised as a result of the recommendations. Trainee teachers worked alongside small groups of students across the ability range from one of their classes to reflect on lessons, supported by mentors and other experienced members of staff. The initiative subsequently became an accepted, but voluntary, part of trainee teachers’ experience in the school. The trainee teachers found that their professional development was positively enhanced by feedback from students – one stated that ‘It has often been the most helpful professional training I have had in my first year of teaching’. Students too noted that their participation gave them new insights into teaching. Moreover, permanent teachers became interested and started to include student feedback as part of their normal way of working.



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Evaluating the curriculum When you are trying to engage with school improvement, inevitably you tackle the things that are easy first: resources, environment, financial systems… When you want to actually start making a difference closer to the classroom, then the students’ perception of what’s going on becomes quite important, especially once you have got the confidence within the staff to feel less threatened by that. (Secondary headteacher)

Student researchers can contribute to curriculum evaluation and development. Many schools have experimented with one-off surveys, but others have incorporated students’ perspectives more thoroughly. For example, one school identified 11 key areas as targets for curriculum improvement in its development plans. It allocated one student research group to each area and teachers worked closely with students throughout the process of evaluation. Nearly 100 students were involved in this process. Teachers found that student involvement and feedback was motivating and also helped them to feel more confident that their work was going in the right direction. In another school, the remit of the student council was extended and one councillor from each year group joined an ‘evaluation team’. In a pilot stage, the team worked with a volunteer department, discussing together their evaluation criteria, topics to be explored, and feedback procedures. Data was gathered through questionnaires, class discussion in form time and focus groups and collated in a report covering ‘current perceptions’ and ‘anticipated outcomes’ on each of the section headings previously agreed. The report was presented to the head of department by the evaluation team, and she in turn presented it to other members of her department. Such was the success of the initiative that it was subsequently extended and ‘rolled out’ to other departments, again on a voluntary basis.

Developing a distinct ethos and identity for the school Since student voice is perceived as innovative, particularly in the secondary sector, Students as Researchers highlights a school’s reputation as open to new ideas and ways of working. In turn, this might help to attract able and motivated staff. Moreover, students are likely to be attracted to a school community where their views are valued: as a teacher observed, ‘there is a ripple effect as word gets round that the school is one that listens to students’. Students as Researchers projects indicate a commitment to enacting and not merely teaching about citizenship. Finally, they often involve partnerships with outside institutions (such as universities) that can help the school be both forward- and outward-looking. Every school has to have a special identity and also if it’s a school where you’re encouraged to examine your own practice and try to improve it then you might generate interest amongst staff and help your recruitment drive. (Secondary deputy head) We’re talking about developing – to use the Government’s phrase – ‘education with character’. Well, robust children managing their own learning is an aspect of this education with character... We also talk about enjoyment, funnily enough. And Students as Researchers is fun. You ask the kids. They loved it! (Secondary headteacher)

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3 Ways of working Preliminary commitments Before Students as Researchers work has even begun, it is essential to develop shared understandings about lines of communication and responsibility, and about the aims, process and likely outcomes of the project. Students must be assured that the research they are undertaking is real and not a cosmetic exercise, and that the project will not be hijacked by others. If the project extends beyond a single classroom, it is helpful if a senior manager expresses active support for the work from the beginning. Good systems, not just for informing staff and other students, but also for involving them in the process should also be established at the outset. Consider how the research reports might relate to other student-led activities such as the student council, and to relevant teacher groups such as teacher research or curriculum development groups. Be clear about who will act on the research outcomes. Except where the research project is confined to an individual classroom teacher, it is essential that the relevant senior manager(s) give a considered response to any recommendations arising from the research: It is massively important that action is taken at the end of a project, that it’s acted upon even if it’s just a response saying, ‘That was brilliant, but realistically we won’t be able to take that on board right now’. (Students as Researchers coordinator)

Students will understand if their desired course of action is not possible, provided that the reasons are clearly explained. However, failure to take the recommendations or findings of the project seriously will undermine students’ trust in future Students as Researchers activities: We had all felt very strongly from the beginning that we should not just be treated like donkeys (in that we simply carried out the investigation and had no input into what was to happen to our findings). We also appreciated that, just because we were students, it did not mean that our word was final. … The consideration of our recommendations was one of the most important parts of the investigation as we could see (and the rest of the school could too) that there were some firm outcomes to our work. (Y12 researcher)



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Structuring Students as Researchers groups There is no one right way to structure Students as Researchers work. It might take any of the following forms: • one teacher and a small group of students • several teachers and several Students as Researchers groups • whole school commitment and multiple Students as Researchers teams.

One teacher and a small group of students Here, a teacher might be interested to develop greater student participation within her or his own practice. This may be a way to test the climate and build confidence before developing more widespread initiatives, and it can happen whether or not the school culture supports it. In such cases, a Students as Researchers project might involve: • a short-term or one-off enquiry • one teacher recruiting one group after another so that more students gradually become involved, committed and competent • one teacher sustaining one Students as Researchers group over a longer period, gradually enabling it to take on a wider range of tasks. Teachers might encourage students to investigate practice in their own classrooms, or they might encourage them to act as researchers into wider school issues (for instance, as part of coursework for a subject such as sociology or psychology).

Several teachers and several Students as Researchers groups Here, a greater degree of senior staff involvement and support is necessary. Students as Researchers projects might involve: • a cluster of committed teachers with a reliable core of student researchers who work on a sequence of enquiries • a departmental initiative where students work on a sequence of topics within the framework of departmental concerns and aspirations.

Whole school commitment and multiple Students as Researchers teams Finally, a commitment to student voice and to accessing students’ views through studentled research might be built into school policy. Here, Students as Researchers might involve a number of student research groups, some of whom are experienced and some newer, various teachers, some older students supporting each group and an overall coordinator (see page 42). In the following sections, we outline some issues to consider in establishing and maintaining Students as Researchers projects, including indicating dilemmas that might be faced and how they might be resolved.

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Stages in the process of Students as Researchers projects However Students as Researchers projects are structured, all are likely to go through the following stages: • involving students • choosing topics to research • establishing staff roles • matching enquiry strategies to the topic • setting a time scale and distributing tasks amongst those involved • analysing the data and writing it up • sharing the findings • celebrating it • responding to it.

Involving students Which students: selection or volunteering? The success of the project would not have been so strong if I had not started with the right students. (Secondary deputy head)

A crucial issue concerns how students come to be involved. This depends in part on: • the aims of the project • the context in which teachers are working (for instance, across school structures or in a single classroom) • the kind of topics to be researched • the existing school culture and relationships.

Staff select

Advantages

Disadvantages

A ‘safe’ option, especially when the work is beginning

Lack of transparency about selection can make the project seem elitist, creating resentment and undermining support from other students

Students may feel honoured to be asked Groups can be balanced in terms of gender, ability, etc as required Can help school reach target groups of students, eg ‘disaffected’ or ‘gifted and talented’ Students volunteer

Open recruitment gives the project credibility The recruitment process in itself raises awareness of the initiative Students may have more commitment because they chose to be involved

Staff may opt for those who are easily reached. The needs and contributions of some groups, particularly the most excluded, can be overlooked Co-opted students may not feel committed Those who are confident enough to volunteer may not be representative of the whole student body The recruitment process may take time Needs a mechanism for selection if too many volunteer Groups may not be balanced (eg in terms of gender)



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Possibilities

• A combination of volunteers and co-opted students. • As projects develop, staff may feel more confident about working with a wider range of students. • Staff and students can select together. • Experienced students can be involved in recruiting new researchers – by word of mouth or by ‘auditioning’ volunteers:

When we enlarged the Students as Researchers group, it was students who interviewed the younger students and their sense of justice was quite sharp in terms of making sure they got a mix of people. They raised those sorts of issues, probably more so than teachers. (Secondary Students as Researchers coordinator)

The key factor is that students are interested and are committed to seeing the work through. What age range and mix of students should there be?

The age mix of students is not a relevant issue for teachers who are working with students from one class or year group. However, if Students as Researchers is a whole-school initiative, questions about how the teams are to be constructed should be considered, particularly in relation to age and friendships.

Older students only

Younger students

Advantages

Disadvantages

Require less training – in secondary schools, they are likely to have some research skills already

Will soon leave school and won’t be around to pass on their skills

Often astound staff and other students by their abilities

May require more training and support at particular stages

Help ensure the project lasts, as they can continue, perhaps taking on different roles

May be new to the school and so have less familiarity with how it works

May reinforce the idea that younger students are not capable of such work

May not be as well known to staff

Will cover issues of concern to them that others might miss Have less exam pressure Will benefit from experiencing this way of working early in their school career Mixed-age groups

May be the only time students get to work across years in this way Have different perceptions of the school and can cross-fertilise ideas Older students can take roles as mentors to younger ones

Need to strike a balance between supporting younger students but still challenging older ones Younger students may feel intimidated and that their ideas will be dismissed by older students Must be helped to bond at the outset

Groups of friends

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May give more confidence to younger or shyer students

Some welcome an opportunity to escape a peer group and make new friends


How many?

• Too many students in a research group may mean it becomes less focused and disorganised, unless those involved are used to working with each other – as in a case where a teacher works with a whole class. • Too few may create too heavy a workload for those involved. • An average of six to eight students per team has enabled successful collaboration in research projects. However, each team could be part of a larger enterprise, provided each can be resourced and supported properly (see page 42).

Choosing topics to research Students as Researchers groups may be brought together to discuss existing issues that the school, or an individual teacher working within their classroom, has decided to address through student research. Alternatively, students may join a research group out of a general interest in investigating, deciding the precise topics later. A key debate here concerns who decides what to research. Will the boundaries be set in advance? Where is there a real chance of change? Equally, is there a culture of silence in the school that results in students censoring themselves about important issues? What are the limits, and are these clear to all parties? If people felt personally threatened, or staff resented it, they shouldn’t do it. Full stop. Because it would damage the project. (Secondary headteacher) Who decides?

Advantages

Disadvantages

Staff (for instance, according to school development agenda or teacher’s particular interest)

Information is likely to be useful and so lead to change

Students may lack ownership and commitment

Other staff may be well disposed towards it

Cuts off the possibility that students may raise important but overlooked issues

Student input may give school policies more credibility Student researchers

Likely to be motivated to see it through – ‘We did something we were really passionate about and had a real drive for’ (Student researcher)

Staff may not see topics as relevant Other students may not necessarily feel that their views and concerns are being represented

Likely to represent concerns that are more widely shared All students (or relevant groups) for instance, through students suggesting topics and then voting

Topics are likely to have relevance to significant numbers of students Gives researchers responsibility because they are researching on behalf of others

Selection process may be cumbersome Populist options may win out Student researchers may not be so committed to them

Students will be more supportive of an initiative they own



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• In practice, there is often consensus between all parties over what issues are important and a combination approach (drawing on elements of all three methods of choosing topics) can work well. • If students’ concerns prove to be out of step with teacher or management priorities, this itself gives valuable information about the school community. • The point at which the school’s development plans or priorities are discussed is also an opportunity to discuss resourcing the initiative.

Establishing staff roles Teachers should be available to support the Students as Researchers group – their input is often crucial to the success and smooth running of the process. However, their role may be quite different from the role they play in formal class teaching, and both sides need to be clear about this and adjust to it. The kinds of role staff may play include: • helping to organise, encourage, prompt, coordinate, administer (eg arranging meetings, booking rooms, writing up notes, minutes, questionnaires, giving authority for coming out of lessons) • acting as advocates and go-betweens with other staff and adults • helping with the sequencing and structure of the work • anticipating difficulties • using knowledge of social dynamics to help resolve intra-group tensions • valuing and supporting particular individuals • providing credibility for the whole initiative • sharing wider knowledge about the school to put things into perspective • reminding students of the values and goals of the overall process. And, importantly: • learning to step back and allow students to get on with the work. Appropriate staff are those who: • have respect and credibility with students as well as with staff • are open and accessible to students • have good communication skills • are willing to learn from students with openness and genuine respect • ideally, have some familiarity with the research process. It is important to keep support and administrative staff fully informed about the work, especially if they are likely to be asked to help with booking rooms, arranging photocopying or passing on messages about meetings.

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Dilemma: ‘student voice’ or ‘teacher voice’?

However much teachers may try to take a back seat, many student projects bear the hallmarks of the interests of the teacher who supports them. For instance, a teacher who was interested in Government policy supported a group of sixth formers who went on to research the recent education White Paper. In another instance, where a primary teacher was concerned to promote collaboration, pupil researchers became exceptionally committed to working and playing cooperatively with each other and to supporting younger pupils in the school. As these examples suggest, there is nothing inherently problematic in such marks of influence. However, we should consider the nature of student ‘voice’ and the claims we make about its authenticity. We might evaluate it according to whether students are simply ventriloquising predictable, teacher-approved ideas, or bringing insights that are genuinely fresh and even challenging to those who are listening.

Matching enquiry strategies to the topic When research topics have been identified, students and teachers need to find appropriate ways of finding answers. Students may assume that a questionnaire is the best approach and may need to be introduced to alternatives. A useful way of thinking about the work might be to consider what insights student research might provide that professional forms of research might not be able to. Students as Researchers work may be seen as a way of making the ‘unofficial’ knowledge about teaching and learning that circulates between students more widely available and understood. Accessing such knowledge may require innovative approaches. For instance, one research project invited Year 7 students to make collages about their feelings around being new to the school, which they then talked about in discussions. Another accessible way of obtaining data is through photographs: for example, students could take photographs around the school of places where they feel safe or unsafe. The companion resource, Consulting Pupils: A Toolkit for Teachers, contains many ideas that could be adapted for students’ research purposes.



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Dilemma: ‘student voice’ or ‘valid research’? How much to intervene?

One dilemma concerns what happens if the quality of students’ work seems weak – for instance, if questionnaires or surveys are badly worded or poorly thought out. One risk is that other teachers might dismiss the research as having little value because they feel it is based on inadequate instruments. On the other hand, if the teachers supporting the Students as Researchers group correct and improve the work too much, the researchers may feel that the project is no longer ‘theirs’. And if Students as Researchers appears to be a highly specialised and ‘academic’ activity, it may alienate some young people within the school and make them less willing to contribute, either as respondents or as researchers. Solutions to such dilemmas include the careful piloting of research instruments and good communication about the nature of the work to those who may be asked to respond to it.

Setting a time scale and distributing tasks amongst those involved Many argue that the process of the research should be kept short: If you let it go on too long, kids don’t maintain it. Two terms is the absolute maximum. (Deputy head) Get some aims and targets that you think will be achievable and can get done pretty quick so that you see the changes. Set deadlines because if you’ve got an aim you are going to be more determined to get it done. (Y12 researcher)

On the other hand, some students value the opportunity to continue a research project into a second term or year and have opted to continue, either in order to have more time to write their report, or to follow up issues that emerged during the initial data-gathering. Students as Researchers projects mean that students learn important lessons about teamwork, as they have to divide up tasks between themselves. They might do this: • by themselves • with the teacher’s support • with the support of more experienced student researchers. In some cases, a teacher’s role might be to: • encourage less confident students to take on tasks they may not think they are capable of • help deal with tensions • help the group recognise each other’s contributions.

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Dilemmas of leadership

In some cases, students who already possess certain key skills, knowledge and experience – for instance, of conducting meetings or interviews, speaking to large groups, taking minutes and so on – may consistently put themselves forward (or be put forward by other group members) to take on leadership positions. Their intentions in doing so may be benevolent and may help the student research group appear professional and impressive to outsiders. However, such practices may ultimately undermine other students’ confidence, perpetuate familiar hierarchies in terms of who takes on which roles, and mean that the group fails to be representative of the wider student body. Time and care can be given early on to considering what skills the group collectively possesses and how these might be passed on – for instance, by less confident students shadowing others for a limited period of time and then taking over those roles.

Analysing the data and writing it up Although data-gathering – running discussion groups, observing lessons or interviewing – often seems the most exciting and motivating part of the research, sufficient time must be left for making meaning out of it. A large quantity of data is often gathered, even from a few interviews. Analysing data might follow a number of steps: • keeping a record of what information was gathered and how it was obtained, noting whether it went as planned, or what hitches were experienced along the way • breaking it down to analyse it numerically (eg numbers of positive or negative responses to questions), by themes (eg points made by several respondents) or by categories (such as gender or age of respondents) • identifying patterns • drawing conclusions and checking back to see if the data support them • producing a report or record of the work; how formal this will be depends on the context of the work and its likely audience, such as other students, parents, staff or governors.

Sharing the findings Everyone involved in the research should receive clear feedback. This serves to value what the student researchers have done as well as what others may have contributed. Staff are often more receptive to research reports where they are also helped to understand the process the student research group has been through. For example, in one school, student researchers attended a whole staff meeting and, with other teachers observing, guided a small group of teachers through the questions they had used in focus group discussions with students. Students often find imaginative means of sharing findings. For instance, one group of sixth formers put selected quotations from their research report on the college screen saver to encourage people to read the whole report that was on the college intranet. Other students have used the school’s radio or television broadcasting facilities to reach a wide audience.



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Communication can be both formal and informal: • through announcements in staff meetings or at morning briefings • via newsletters for parents, governors and staff, or in student bulletins • through presentations by students to other students – at assemblies, in classes – and to staff, for instance through presentations or workshops at staff meetings or at CPD days:

There was nothing more powerful than hearing the students themselves present what they had done. (Secondary deputy head)

• through the intranet and emails if available • through posters and displays:

We put all our results on the big board in the staff workroom … We thought it was good that everyone should know what we were doing, that we weren’t just wasting time. (Y12 researcher)

• making a video or a photographic record • by word of mouth:

Most teachers have become interested by seeing what the students have been achieving through their involvement and in hearing from them. (Students as Researchers coordinator)

Appendix 2 (pages 62 and 63) is a presentation prepared by student researchers from Hastingsbury Upper School, where SAR activities are coordinated by Gill Mullis. The presentation was designed to enable the students to share their work with teachers in their own school and with teachers and other students at conferences. Sometimes, public forums for dissemination that reach beyond the school community can be used. When Michael Fielding asked Year 6 pupils in a primary school to write about their experience of Students as Researchers for publication in Forum, their teacher reported that they ‘grew about six inches’ with pride!

Celebrating it Recognise what has been achieved. For the students, this might include: • individual letters to those involved • public ‘thank yous’ at events such as parents’ and awards evenings – or a special evening for the parents of students involved • certificates • credit for youth awards schemes • comments in references for work or further/higher education.

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Responding to it Students work extremely hard at their research and it is often the possibility of affecting practice that motivates them, as one researcher’s account indicates: We spent approximately six months gathering data and preparing findings ready to feed into the senior management team of the school. At the same time the teachers were looking at the same topic as us, so at times we worked together. From the combined research, profiling and assessment changed within the school. This was my motivation to keep going. (Y10 researcher)

Dilemma: product or process?

Is it the actual outcomes of the report – the recommendations – that matter, or the process that led to it? Teachers are often very impressed by the Students as Researchers process. They see students conducting themselves responsibly and becoming more active in their approach to learning and school improvement. They are often pleased and surprised at the amount of common ground between them. This ‘culture change’ in relationships and perceptions might seem more important than the research findings or indeed, may not be adequately captured by a report. On the other hand, students may have high expectations of the impact of the actual report and seek definite responses to it. Parents or governors may query the value of the work unless they can see concrete outcomes. It may be a good idea to make other students aware of action taken as a consequence of the research. For instance, one primary teacher made a point of explaining to her Year 2 pupils how her teaching responded to what they had told her would help them learn better. In another school, research into improving lunches was made visible by explaining on the printed menu that it had been produced through consultation carried out by the Students as Researchers group and inviting further comments. However, it is also important to bear in mind the less immediately obvious marks of change in the culture of the school, for example: • Within individual classrooms, teachers feeling more confident about handing over responsibility to students, and more open to students suggesting alternative ways of approaching their learning. • Within the staff as a whole, teachers more readily raising the question of what student research might add to evaluating a new curriculum development; or being more open to a student presence in staff meetings or at some sessions of CPD days; or senior managers moving student voice higher up the agenda at meetings.



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Helping Students as Researchers projects to work A number of practical issues have emerged as significant to the success of Students as Researchers projects. These include: • finding time for students to meet • getting resources in place • building trust • external support for teachers • guidance for the research process • engaging others in the process.

Finding time for students to meet Finding time is always a difficult issue. Consider meeting: • at lunchtime – this is a common option, although it means that students’ enthusiasm is crucial; however, some schools now have staggered lunchbreaks, which make meeting at this time increasingly difficult • during staff INSET or CPD days – students are often willing to come in on these days in order to tackle more substantial aspects of the research • as a timetabled extra-curricular option, or as part of Citizenship Education • out of lesson time – an occasional option which depends on support and understanding from all staff • during tutorial time or assemblies • before or after school – an option that depends on travel and transport arrangements as well as on parental approval • as a sub-group of the student council • in the summer term – inductions for new student researchers can take place after the exams when there is often greater flexibility in the timetable. If students are committed to the Students as Researchers work, they will produce their own ideas about when they are able and willing to meet.

Getting resources in place Students as Researchers projects are not expensive to run, but they cannot be done for nothing: Research does take time and you do have to find the money to support it, which is why you need the governors and the head on board. It’s not something that teachers should be expected to do without resources and children shouldn’t be expected to do it without resources either. (Students as Researchers coordinator)

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Consider the following as possible requirements: • meeting space – preferably not marked out too clearly as either ‘student’ or ‘teacher’ space, but neutral and pleasant:

It can be the smallest of things that get in the way, like not having a room, or you go to a room and someone else has booked it and they’re more important than students seem to be. (Students as Researchers support teacher)

• hospitality during meetings – providing food and drink is a way to treat students as other adults would be treated in a similar situation and many have noted that this can act as a powerful indicator of the spirit of the project:

Our evaluations always mention ‘cake meetings’. Giving food is a bit of a motivator, they feel wanted, that someone’s thinking of them, and then they work together much better. (Student coordinator)

• cover for teachers – to accompany students on training days, to conferences, or to exchange visits with other schools • travel costs for the above • stationery and access to photocopying • clerical support – for instance, in notifying students of meetings • a budget – that can be given to the researchers that is under their control. More substantial expenditure might be needed for funding to pay outside trainers, for example (see below). However, schools may pool resources to provide training and put on conferences – as has happened in the Bedfordshire Schools Improvement Partnership (see page 56 for details).

Building trust Work from an agreed set of principles founded on trust. (Secondary deputy head)

Students as Researchers projects need space, but not only in the physical or temporal sense. They also need to create a space in which students and staff can come together in a different way and work together in a partnership. Students need to understand the broad potential of Students as Researchers work. They should be helped to feel good about themselves for doing the work and confident in their ability to do it – and to learn on the way. Teachers may also need help in learning to work in a new way with students. Early gatherings of the student researchers and the teacher or teachers working with them are important in establishing the parameters of the research and modelling new ways of working. They might involve: • organising icebreaking activities that help the students to get to know each other and the teacher(s), especially if the students involved are from different years or different friendship groups • explaining the context and purpose of the work • raising ethical issues such as respect for informants, providing feedback and so on • helping participants to work towards a shared understanding of the principles and values which underpin the work



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• encouraging a focus on teaching and learning away from individuals or personalities • building confidence, trust and positive feelings among all those involved. Some starting points that have been found useful include: • considering what different people (students, teachers, senior managers, outsiders) might each contribute to the process • sharing hopes, fears and expectations of the research and talking them through • working out ground rules that will guide the conduct of the research. For instance, in one school, students and teachers came up with the acronym ‘SHORT’ to describe their values: Sensitive, Honest, Open, Respect, Trust.

External support for teachers Where an initiative is new, led by only one teacher, or represents a departure from the usual practices of a school, teachers may feel that their efforts and achievements are not understood – or not even noticed. Access to external support in the form of mentoring, critical friends, sharing ideas at conferences and workshops or visiting other schools can help maintain to energy: Sometimes I’ve felt like I’ve been a lone voice, and it has been nice to have somebody to say ‘Well done. That sounds really exciting. Tell me when you’ve done the next bit’. (Deputy head)

Teachers may want to contact other schools engaged in similar work, or contact people in their LEA or local HE institution for information about pupil voice networks or for more direct support and encouragement. Many teachers have begun Students as Researchers work whilst studying for an MA or educational diploma. Student voice work is emerging as an important element in the National College of School Leadership’s Networked Learning Communities initiative (see page 56).

Guidance for the research process Student researchers need to be given the chance to acquire research skills and the social skills of listening, responding and negotiating that will enable them to contribute to – and ultimately take charge of – the research. A carefully-thought-out training process can help students to understand what is involved in Students as Researchers work and boost their confidence. Some schools draw on internal expertise to help with research methods, such as social science teachers, or colleagues with research experience. In other cases, schools have been able to involve external figures who arrange or offer training and provide ongoing support for the student groups. If resources permit, training events or support meetings can take place off-campus, in a local community centre or university. This can help to confer status and value on the activity and to establish links outside the school. Teachers who are trying to develop the work find that it gives the project kudos. Students are often motivated by developing relationships with an outsider whose opinion they respect and value: Our contact with [the trainer] was very important as he was slightly removed from the situation and was far more experienced in the world of research. The regular chats we had with him allowed us to become re-enthused with the project and to appreciate that everything we were experiencing was important because of the newness of the undertaking. It’s reassuring to think that even your mistakes are valuable! (Y12 researcher)

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Trainers can reinforce the work of teachers in supporting students – for instance, by helping students to define their key question or research topics, decide what information they require and why, how and where to get it, and how to organise, analyse and present it. Like teachers, they can help participants to establish priorities, anticipate problems and overcome them, and to know what is a manageable workload. In addition, they may: • offer encouragement by setting the students’ work in a wider context, explaining the history and purpose of student participation, discussing its principles and values, sharing information about current policies or other initiatives around the country • help to extend students’ understanding of the subtleties of research:

Because she was working with Year 7 rather than older students, [the trainer] asked them how many of them had been bullied and two of them said they had. And then she took them through a series of more refined questions, so she got to the point that in fact 22 out of 30 had been bullied. Then they could see that if you could peel away those layers by asking the right questions you might find out more of the truth. And that instantly meant that they were interested and thinking… (Deputy head)

• offer training in more participatory research techniques – such as drawing, role play, photography, mapping/time lines, group work – rather than, or as well as, the established ones such as surveys, questionnaires and interviews, which students often turn to at first • act as a first ‘audience’ for the findings – an outsider to whom students can present what they have done, who acts as a sounding board for their thinking:

The students always ask when their trainer is coming back, because they’re the person who’s the expert, the person they want to impress … They are both facilitator and audience. (Students as Researchers coordinator)

Engaging others in the process Communicating before, during and after the process is crucial. However, we can distinguish between information and dialogue. Informing involves: • letting people know what is planned • explaining to those who may be involved in or affected by the research why their time is needed and what the outcome of the research might be; students and teachers are often more kindly disposed to approaches from students than official sources. Dialogue involves: • providing opportunities for others to discuss the research and to influence it • helping others to feel they have a stake in what is being done:

Attitudes changed after we presented our work in [Year 8] assembly. People who had been jealous of us came up to us after and said ‘well done!’ (Y8 researcher)

• sharing work in progress:

Our group decided that we initially needed to do presentations to all the year assemblies, asking for their cooperation. It was the first time that we had involved the wider student body and I don’t think that until then we had appreciated the sensitivities of our research. Staff interest from those presentations was dramatically increased! (Y12 researcher)



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Whilst information is important, dialogue may be more significant in bringing about widespread positive outcomes and the kinds of ‘cultural’ change discussed on the previous page. Dialogue also means recognising that the results are open to interpretation and are not definitive. Teachers may disagree with students’ views as expressed in their reports, although they offer valuable insight into students’ concerns that need to be addressed: What came out [of the research] was that they wanted to do loads of notes and they think that’s the best way that they learn. That shows that what they feel comfortable with is not necessarily what is actually going to help them to learn things and understand them, so it was interesting to know that. We’ve got a bit of a gap there. (Sixth form teacher responding to Students as Researchers report)

In some schools, staff training time has been given over to discussing the students’ reports. This has worked particularly well when students are present to explain their research questions and methods and to respond in more detail to teachers’ queries. Engaging with others might also go beyond the individual school. Learning with and from other schools, both locally and nationally (even internationally), is increasingly recognised as important for school improvement. Such encounters permit both celebration and further reflection: We attended conferences and that gave us an opportunity to listen to what other schools were doing, reflect on what we’d done and present some things that we’d achieved to other people. Telling somebody else what you’ve done is a very good way of taking stock, because it makes you stop and think, well, what was the process, where did we start and where have we got to now? And we had a real sense of excitement. (Primary deputy head) We did a speech in front of 60 headteachers, it was – wow! We gained a lot of confidence from that. There was the point of being asked, then the doing it, and then getting a letter back saying thanks – makes you want to get more involved. (Y9 researcher)

However, schools should avoid developing a ‘performing poodle’ syndrome – where ‘safe’ students are wheeled on at public events to impress as a showpiece. It is important that any group that attends conferences to talk about their Students as Researchers work represents a range of students.

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Sustaining Students as Researchers activities If you have completed a first cycle or year of Students as Researchers projects and intend to continue, it is worth considering how to build capacity and help it to become a more established feature of how the school operates. Some points to bear in mind include: • developing students’ roles • developing the identity of the work • involving different staff and developing staff roles.

Developing students’ roles If students feel that they genuinely own the initiative then they will drive it forwards and ensure it continues successfully: positive outcomes encourage future recruitment. Existing student researchers may want to repeat the experience or take on new roles – such as: • monitoring changes as a result of previous research recommendations • helping to involve new students • helping to train new students:

We’d like to see the present Year 9 training up new students like we did, so we’re continually developing students throughout the year groups on research and presentations… We shouldn’t be the main people in this because we’re eventually going to go. If we take control they won’t know where to start, we need to make sure they have the skills. (Y10 researcher)

• acting as ‘consultants’ or advisors to new groups – attending meetings, encouraging, passing on what they learnt the year before, suggesting approaches or areas to focus on or avoid. Some of these roles allow students who are preparing for exams to continue to be involved without having to commit too much time.

Developing the identity of the work Strategies that have proved useful include: • producing leaflets or other written records of the research, in order to build a sense of its history • putting a logo on all communications that come from the group or groups to give the initiative continuity and coherence.

Involving different staff and developing staff roles Some things to bear in mind include: • making sure that information about the projects is part of the induction of incoming staff so that they become aware of the research traditions of the school • as far as possible, delegating and enthusing other staff. For instance, staff who have previously supported research groups can be asked to become coordinators. Student researchers can play a part in inviting other teachers to get involved • ensuring that discussions of future funding priorities consider staff and students’ needs for support or training in this area.



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Extending it: running multiple SAR groups There is no necessary limit to how many Students as Researchers groups run at any one time. One school, for instance, worked with 30 students from each of Years 7, 8 and 9, each organised into smaller sub-groups of about six students. Three things will help in working with larger numbers of student researchers: • appointing a coordinator • helping teachers support each other • training. After four years of developing Students as Researchers work, Sharnbrook Upper School had 11 parallel Students as Researchers teams working on different aspects. Each project was linked to a teacher and each set of projects supported by one of the four student voice coordinators.

Teacher 1

Teacher 2

Homework

Citizenship and History

Gender divide in Technology

Structure/ loading of homework

Dining room facilities

Teacher 3


Effect of environment on learning in Expressive Arts

Students as Researchers Praise slips as a form of motivation

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Effect of environment on learning in English

Drop out in PE in the three-tier system

Sex Education in KS3

Evaluating/ improving ways of teaching in Science

Teacher 4


Appointing a coordinator A coordinator can: • help to take an overview of the process and its progress • make links between Students as Researchers teams • liaise between staff involved in the initiative and other staff, especially senior staff • promote and advocate the initiative • make sure other people are aware of what is going on • enable groups to learn from each other • ensure that meetings happen • deal with problems if they arise • keep the whole thing going. Consider giving the coordinator a responsibility point for their work.

Helping teachers support each other It can be useful for teachers involved in supporting the research to meet between themselves in order to: • update each other on work in progress • share ‘tips’ for successful work • debate dilemmas they encounter – such as what kinds of roles teachers should (and should not) be taking on • agree common issues and deadlines • focus analytically and critique each others’ work • help with the interpretation of data • act as mutually-supportive critical friends. Consider giving teachers protected non-contact time so that such meetings can happen.

Training Training can be offered to members of all Students as Researchers groups simultaneously – and this makes it more cost- and time-effective. It is also helpful for the student research teams to have whole cohort meetings to critique each others’ work and learn from each other.



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4 Building a whole school commitment The schools that contributed to the project were often working at a number of levels to engage pupils’ active involvement in school life, with Students as Researchers one of many exciting and innovative approaches they had adopted. In this section, we explore the factors that seem to be associated with successfully embedding pupil participation and consultation within the educational culture of a school. We begin with a ‘diary’ charting one teacher’s effort to create an ethos of partnership and collaboration between all pupils and staff in a primary school. It is based on regular emails and conversations exchanged over two years between the teacher, Alison Peacock, and the authors. Alison’s account is not a ‘model’ of how to build a whole-school commitment to student voice. Instead, it aims to convey a sense of how one teacher went about it, to describe some practical options in developing partnerships, and to acknowledge some of the highs and lows of such work in a way that readers might be able to evaluate, recognise and compare to their own work. It provides a context for the more general discussion that follows. Wheatcroft JMI School in Hertford is of average size, with about 315 pupils, 12 qualified fulltime teachers and 11 support staff. Alison Peacock had become deputy head in the spring before she began the work described in the diary, after four years of teaching there. The school has an open-plan structure and a tradition of child-centred pedagogy, such as circle time and a commitment to the values of play and listening to children. The headteacher supported Alison’s work throughout.

Promoting pupil participation: a ‘diary’ September Year 1

We had a staff meeting and talked about student voice. Everybody was unanimous that we ought to be listening to the children. One teacher said ‘but I listen to children all the time anyway!’. I said ‘so do I, but I don’t know what children across the whole school are thinking’… It felt that the impetus is coming from me and everybody else is going along with it partly to please me, partly because it seems that I will be doing the bulk of the work anyway. But at least I’ve got their blessing and they know what I’m aiming for. October Year 1

Gave teachers some handouts about giving children a voice to discuss in circle time, with questions like ‘If you could change something about Wheatcroft, what would it be?’ and ‘Do you think teachers should ask children what they think about school? Why?’ Took back the issues to our new KS2 ‘pupil voice assemblies’ (120 children in the hall) and asked the children what we should do next.

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November Year 1

The pupil voice assemblies have led to us setting up a new tuck shop as children said they often became too hungry to concentrate by late morning. They also proposed (then designed and decorated) a ‘suggestions box’ in the dining room. Children can write about anything that concerns them, whether it’s about their learning or bullying, and know that a teacher will help sort it out… However, I worry that I am leading it far too much – all the comments are addressed to me or the head. Staff do come into the assemblies to see what we are doing, but the KS1 teachers in particular seem suspicious and feel excluded. January Year 1

We are working on a magazine to give to other pupils, staff and parents about what we’re doing at the school to involve children more. Children act as journalists and researchers, interviewing teachers and pupils about events and how they feel. They suggested we call it ‘Team Talk’! … Our work this term has snowballed because we’re giving more and more over to the children. They don’t want to hurt you, they just want to make it better. ‘If you’re happy you can learn’, they say, and I think they’re right. February Year 1

My KS2 students have carried out surveys with the other children about what we need for the new playground. The PTA has agreed to give them a budget for equipment. I don’t want them to see their involvement as being at the level of playtimes. I want them to be able to broaden into thinking about their learning. But you’ve got to start somewhere and we’re moving from territory where they feel comfortable to something that they haven’t been used to commenting on so much. March Year 1

Playground Day was a huge success. It involved absolutely everyone – parents, grandparents, local industry, governors, all the children and all the staff. Children acted as reporters and created newspaper front pages … last night a dad phoned to say that he was so impressed with what the children are doing that he wants to donate £1000 worth of building work for our playground. Hurrah!!! A group of us – me, the head, our road safety (lollipop) lady and a governor, plus six children – went to Sussex University’s conference on Student Voice. They came back enthused about the idea of a ‘graffiti wall’ where children can write up their thoughts and feelings on post-it notes. May Year 1

The children set five-year targets for our school development plan. Their first target was ‘more responsibility for our own learning’. OK then. June Year 1

I divided up the money the school received in its School Achievement Award on a pro rata basis for all staff, including the janitor and classroom assistants. Some teachers objected, but I think it’s about building a whole school community. If teachers aren’t prepared to respect and learn from someone with fewer qualifications or years of experience than them, how will they listen to children?



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July Year 1

A teacher has been challenging me about pupil voice. She says ‘They know what to say in theory, but in practice they don’t carry it out’. The children are good at coming up with all the answers for an article or a debate, they know that they should be working together as a team, but then why is it that Danny’s just pulled the chair out from underneath Oliver and he’s fallen on the floor… August Year 1

Had a meeting in London organised by Sussex University, with another primary teacher – we talked for over three hours. Helped me crystallise ideas in my own head about things. September Year 2

We’ve started the new year with a Year 6 class that is hugely responsible, having worked on pupil voice and student research for the past year. They prepared an assembly for the whole school, with a message about their Year 6 buddy system. They have established a new ‘friendship stop’ on the playground where children can go if they are feeling sad or lonely. They sang ‘We’re the Buddies’ to the tune of Bob the Builder and added really good lyrics (apparently the six-year-olds were singing it on the way to swimming the following Monday). All this was their idea – I gave them the framework, but I would never have suggested they write songs… It’s about building a sense of school community – putting older children in the position of empathising with their younger peers, and the younger ones starting to see that the older ones are actually concerned about them – and it has got to be powerful learning. October Year 2

Hit a snag today. One of the staff was upset because she received a report card on her performance as a teacher from one of her pupils – complete with targets! She was affronted and felt that this pupil voice thing was turning things on their head, etc. November Year 2

Really, really exciting collaborative work this week!!!!!! We set up a writers’ workshop with our Year 6 and Year 2 children writing together. The results and process were breathtaking! We’re also teaming children who have special educational needs with buddies. Everyone stands to benefit so much. Very thrilling. December Year 2

Took six children and four staff to the second Sussex University conference on student voice, in London. That day helped us to reflect on what we’ve achieved and celebrate it. When you are in the middle of it you don’t always see how much you’ve done. January Year 2

Brilliant results from the conference. It inspired Jane [a Year 2 teacher] to propose weekly whole-school, mixed-age pupil voice circle meetings. We discussed it at our INSET, and amazingly, all staff agreed to give them 15 minutes a week. All children aged four to 11 take part and all teaching staff lead the circles. Every teacher has about 25 children from all age ranges and we have a whole school agenda. Year 6 children take notes from each circle and these are collated by my class or me and fed back the following week as minutes and new

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agenda items. So teachers who are less confident about working in this way have a safe set of boundaries, they know what they will be doing. Support staff join the circle meetings too and the staff leading each circle will change every fortnight so that all staff will get to work with all children. We wanted children to get to know all the adults in the building and see that we all want to hear what they have to say. Plus it gets over hierarchies – like the fact that KS1 teachers don’t know the older children as individuals and can find them daunting. I am delighted because the emphasis has now shifted away from me but I am able to ‘coordinate’ and facilitate. March Year 2

Our new method of consulting the whole school community is increasingly exciting! We take decisions via the various circles. There is a very real sense amongst the children that children are listened to. Staff – even the ones who have been suspicious of pupil voice in the past – find children very mature and are constantly surprised by them. The most thrilling part for me is that all teaching and support staff are now actively involved – something that has taken two years to develop. April Year 2

Thing are moving apace! Two governors have now joined in with our mixed-age circle time, to get to know the school better, and the Year 5 children now help take the minutes, so that they will be skilled up by next year. And Year 6, not the teachers, run the sessions. Next week we’re taking children to talk about our work at a Schools Improvement Conference … The process must be organic and open to change, because that’s what teaching is, you’re constantly reassessing what you do. It’s not about creating systems, it’s about getting the relationships right.

Sustaining educational change Andy Hargreaves, Lorna Earl, Shaun Moore and Susan Manning (2001) have pointed to the importance of school structures, teacher culture, professional learning, professional discretion and school leadership as five key elements in helping change to grow and flourish over time. In many respects, this echoes our own research into issues that appear to be associated with success in building and sustaining a whole-school commitment to pupil voice: • advocacy by institutional leaders • a school culture that values and listens to all staff • a culture of enquiry and research amongst teachers • enabling structures and practices • a tradition of pupil consultation and involvement in decision-making.

Advocacy by institutional leaders If you’ve got a head that’s passionate and is driving it and is mentioning it, then people are listening, they’re clicking. (Students as Researchers coordinator) For (new) values to count they need to be … articulated sincerely by significant figures in the organisation so that they become part of the taken-for-grantedness of the place. (Corson, 1992)



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There is no doubt that senior staff and headteachers have to include amongst their number one or more ‘champions’ of the work. Hargreaves et al’s typology (2001) suggests that they need to be champions in at least three respects: intellectual leadership, cultural and emotional leadership and strategic leadership. We have added a fourth: championing students. School leaders need to be intellectual champions, that is to say, people who can articulate a clear rationale for student voice work, engage in debate and discussion about what underpins this new way of working and argue with conviction about the ‘why’ and not just the ‘how’. They will talk about values and commitments, communicate a vibrant sense of what young people are capable of and the kinds of places schools need to be in the 21st century. Continuous, visible support of this nature gives the development status and raises its profile, especially when pupil voice activity is a new venture. School leaders have a key role to play in reassuring teachers, pupils, parents and governors that pupil participation is recognised nationally as both legitimate and desirable. Some staff and parents may be concerned that participation projects distract pupils from their assessed schoolwork. In these cases, it is vital that senior staff are prepared to defend the personal and academic value of such work and present evidence of its positive outcomes: We do have a quite high percentage of parents who see the academic achievement of their students as being of the utmost importance, quite rightly. There is a temptation for parents to think, ‘Why aren’t you doing more on your English or your Maths or your History?’ And I will say, in terms of skills for life and in terms of complementing their studies, what they’re doing via these projects is more important than spending another hour doing other subjects. (Deputy head)

Senior staff need to demonstrate cultural and emotional leadership, a commitment to developing collaborative cultures amongst teachers. This involves encouraging informal as well as formal channels of communication and making appropriate structural changes to enable a more collegial way of working to flourish. Strategic leadership respects the necessity of grounding a commitment to new ways of

working in appropriately resourced professional development. In schools that sustain pupil voice work, senior leaders give active and consistent support for professional learning on the job. In some cases, it may be appropriate to take an organic, patient approach, starting from teachers’ willingness to work in new ways and providing the resources that turn such ‘openings’ into ‘opportunities’ to achieve this in practice (Shier, 2001). This is well illustrated in Alison’s diary (pages 44 to 47), where confidence was built slowly at multiple levels and in ways that were inclusive and open. However, headteachers can promote change through the policies they develop, which help particular ways of working become ‘obligations’, built-in to a school’s practices (Shier, 2001). For instance, one secondary headteacher gave a new impetus to pupil voice work when he established a requirement that, at appropriate intervals, departments should consider pupils’ views in taking forward curriculum development in the school. Similarly, the appointments headteachers make, and/or the briefs they give to senior staff, can be highly influential in

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indicating where school priorities lie – although they may need to allow some initiatives to move slowly, and to take off in unexpected directions: [When I was appointed deputy head] the head asked me to focus on looking at creative ways that we could develop student voice within the school. He was prepared to take the risk. It’s brave to highlight that as an important thing in your school, because it’s easy for a deputy head to get bogged down with admin and staffing issues... It was a wonderful opportunity, but it’s quite scary, too, when you’re given a blank piece of paper, which is what student involvement feels like. (Secondary deputy head)

Finally, senior staff need also to act as champions of pupils. They should believe not only that young people are capable of working in these ways, but also that it is a good thing to encourage them to do so, and they should be able to recognise and respect what they achieve. In many of our case study schools, pupils have presented their work to fellow pupils, addressed staff or governors’ meetings, run workshops on staff INSET/CPD days, contributed to the creation of a new school development plans, had meetings with local councillors, and presented their work at conferences. These things have not just happened: internal school champions in senior positions in the school have advocated, supported and celebrated them. And as in staff development programmes, pupils have been supported in taking on new roles and responsibilities by training.

A school culture that values and listens to all staff Schools that sustain pupil voice work over time tend also to sustain a professional culture in which teachers listen to and value each other across traditional hierarchies. When Alison divided the money from her School Achievement Award so that every staff member received a share (June Year 1), she found a practical but highly symbolic way to acknowledge the whole staff’s contribution to success. As she suggests, schools that do so are likely to find it easier to adopt an open, exploratory approach to pupil voice as well. Another feature of her work was its inclusive nature: where possible, she went out of her way to involve others, including non-teaching staff and governors (for instance, by inviting them to attend conferences) in order to share important experiences and enable them to understand and to feel that they had a stake in what was happening. When encouraging pupil participation, particularly on teaching and learning issues, it is important to be sensitive to the genuine anxiety felt by teachers who have not experienced this way of working before. Teachers may be sceptical about young people’s knowledge, intentions or capabilities. They may feel that children are not competent to offer comments on their work, that they may not keep confidentiality, that they don’t have the specialist knowledge necessary, or that it gives a platform to the ‘wrong’ pupils. They may be suspicious about what will happen to the data that pupils collect. Some teachers have felt that pupils do not fully understand the complexities of the context or the system in which they operate. As we have emphasised throughout this resource, negative outcomes are less likely where pupils are supported in their work and enabled to understand the broader context of their activities, and where issues of values and ethics are addressed early on and returned to throughout the process.



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Staff who are enthusiastic about pupil participation tend to be successful at engaging others when they inspire by example and acknowledge the continuities between the new emphasis on accessing children’s perspectives and existing good practice. Alison, for example, introduced pupil voice work to other staff (September Year 1) by recognising the extent to which all teachers are skilled in listening to pupils, but pointing out that she herself wanted to find new ways of listening to children she did not teach.

A culture of enquiry and research among teachers Pupil engagement with issues related to teaching and learning is unlikely to succeed unless teachers too are continuing learners – involved in seeking new ideas, analysing results, being reflective, trying out new practices and working with others. The opportunities that a school provides for staff to get involved in action research and other forms of professional enquiry are therefore crucial. Central to this process is what Hargreaves et al (2001) call ‘professional discretion’, that is to say, opportunities for teachers, more often than not in collaboration with their peers, to ask searching questions of educational practice that arise from their own professional circumstances, interests and commitments. In the case of Students as Researchers, a deputy head argued that it would be ‘extraordinarily difficult’ to ‘encourage children to do research in a school where no teacher has ever done any research’. Our case study schools have often had a history of engaging teachers as action researchers before they have embarked on Students as Researchers projects – for instance, through university MAs, diploma courses, or Government-funded initiatives that involve teachers in investigating their own practice. Teachers may have already begun to work with children as co-researchers in their own inquiries; it is then a smaller step to envisage encouraging children to carry out research themselves. Schools that are successful at building a whole-school commitment to pupil voice are also successful at finding ways of engaging in dialogue – not to exert control but to learn together. Teachers consistently argue that professional development in a supportive context is a key to sustainability: When I started teaching there was no support whatsoever. I was put into a classroom and nobody ever talked to me about what I was doing. I was never observed by anybody… My whole view about teaching now is about working with others. Working and learning with others. I just live it every day of my life. (Secondary deputy head)

Professional solidarity and companionship built through working together in open ways is a necessary condition of the much vaunted ‘risk-taking’ that is a recurrent mantra on management and leadership courses. Such support can come not just from the staff, but also from pupils. For example, suggestions from pupil focus groups can give a teacher the courage to take responsible and imaginative risks in developing new approaches to pedagogy. Forming links with external supporters – such as schools with similar values and commitments, LEAs or universities – offers both affirmation and learning. Dynamism and growth depend upon learning from others (networking-as-learning) as much as internal capacity building, as the National College for School Leadership Networked Learning Communities initiative has recognised (see page 56).

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Enabling structures and practices Successful pupil participation does not arise through an unstructured or permissive process. It is typically highly structured, requiring extensive facilitation in order to provide a framework within which both teachers and pupils feel comfortable and which then enables new insights and developments to occur. Alison ‘scaffolded’ her work carefully in order to support both teachers and pupils, involving them as ‘legitimate peripheral participants’ (Lave and Wenger, 1991) until they felt ready to take on new roles. For instance, she supplied teachers with the questions that they could use to discuss pupil voice with children (October Year 1), before they felt able to make appropriate proposals themselves (January Year 2). Teachers initially modelled how to conduct the mixed age pupil voice circle meetings, and only then did children begin to lead them (January to April Year 2). There are no simple and easy solutions to promoting genuine pupil participation; it took Alison two years to get to the point where she felt that others were fully involved and taking on the work that she had begun. At the same time, there is no contradiction in saying, as does Alison, that ‘it’s not about creating systems, it’s about getting the relationships right’. The aim of building a wholeschool commitment to pupil voice is to create an environment in which young people engage with adults in meaningful activities, whose purpose is clear to them. Doing so successfully depends on the quality of the relationships established between members of that learning community, which animate and give substance to the structures that are in place. Formal frameworks should therefore work for, rather than against, our personal and educational aspirations, and contribute appropriately to our wider purposes. Perhaps the most common concern that emerges from teachers involved in changing the way they work has to do with time. Schools’ responsiveness and sensitivity to this issue is crucial. For example, one secondary school that was committed to supporting and developing pupil voice work built into its timetable one shared non-contact period a fortnight for the three participating staff. This simple but imaginative solution both affirmed the importance of the initiative and acted as a symbol that educational innovation would drive the structural arrangements within the school. The issue of time is relevant to pupils too: if pupils are to be involved in observing teaching and learning outside their own classroom or interviewing young people in other classes or schools, they will need to be allowed to do so during lesson time. Time is as much ‘shared time’ as it is individual time: time to learn together in ways that are exploratory, demanding and exciting. Formal mechanisms will continue to be important in taking forward pupil voice work. Student councils, students presenting their work at staff meetings, meeting regularly with the headteacher and senior leadership team, speaking to their research report at governors’ meetings, are examples of formal arrangements in which students can put forward their views. These are, however, designed for familiar, often hierarchical, structures in which staff work with other staff, or students with other students.



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We need to remember the significance of informal spaces within a school for more spontaneous exchanging and sharing, which create a culture of peer support for both staff and students. We also need to be open to new ways of working together, which may allow voices to be heard in ways and on occasions that challenge traditions and bring students and teachers together as co-enquirers. As student voice grows and develops, new kinds of structures and spaces are emerging in schools, which belong neither to staff only (eg staff meetings) nor to students (student council meetings), but to both as co-facilitators of change. Already, instances where students run workshops on INSET days, or join with teachers as equal members of an inquiry team or an evaluation group looking at new curriculum provision, have the capacity to shift school cultures and structures in ways that redefine the boundaries of traditional roles of ‘teachers’ and ‘students’.

A tradition of pupil consultation and involvement in decision-making I wanted them to tell me about how to teach maths or reading, but the children hadn’t got the feeling that that was their territory. The playground very definitely was their territory, so we went with it. (Primary deputy head)

Schools that have successfully engaged pupils in debating issues related to teaching and learning have generally had a tradition of pupil involvement in other areas of school life. Whilst some may wish to engage with substantive issues of teaching and learning, starting points for pupil participation are often in more conventional concerns and preoccupations. Genuine pupil involvement focuses on matters that pupils define as important, rather than on those prescribed by teachers. It evolves from structures where all pupils have a chance to be heard, leads to actions that visibly affect the quality of pupils’ lives in school, and recognises and celebrates what pupils have achieved through their work. It often contains a mix of long- and short-term goals: for instance, when Alison initiated pupil voice work, she ensured that children’s suggestions would lead to an immediate result, such as setting up a tuck shop (November Year 1), in order to give children confidence that the process would be worthwhile. Concrete marks of trust – such as giving students a budget that is under their control – also indicate how far the school genuinely desires to share responsibility and power in decision-making. In turn, initiatives that pupils feel committed to are more likely to be successful: for instance, the ‘suggestions box’ that Alison’s pupils proposed, designed and introduced to other children was never abused. Children respond well to being given responsibility and can challenge adults’ assumptions that they are not suited to or capable of this work. Schools with traditions of effective pupil involvement often have good systems in place for sharing skills, training and supporting pupils, and mentoring new cohorts, with more experienced pupils becoming trainers or supporters of younger or less experienced pupils. Training and support can redress skills imbalances: I’d like to see a member of staff whose role is student and staff development. … They have an entitlement to be trained in the skills needed for all of these areas and we should sit down with students and say, ‘Right, where is there student involvement? What training do they need? How are we going to fund it?’ (Student council coordinator)

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Schools that have built a broader commitment to student voice tend to be reflective and selfcritical about its limitations. They recognise, for example, that consultation and participation tend to require particular skills or dispositions, such as being able to articulate viewpoints in an ‘acceptable’ form, and a conciliatory or positive attitude towards school and towards teachers. Schools recognise the risks of creating new elites within the student body and of missing out on the voices of those who are quiet, silenced, or even angry – yet whose viewpoints are nonetheless crucial for genuine school improvement. As student participation initiatives evolve, schools become increasingly able to go beyond the ‘safe’ options to ensure that they hear a diversity of views. Involving a wide range of students in discussing school issues is not an invariably harmonious experience. Disagreement is as important as agreement and can be an antidote to cosiness or complacency. Conflicts can be a sign of democratic strength rather than weakness, representing those who have not been heard finally finding a voice and demanding recognition; as such, they are often creative and generate new insights. Indeed, our evidence suggests that successful participation initiatives can effect genuine change in how teachers view groups of students who might otherwise be neglected or overlooked: Just recently I heard some very experienced teachers talking about some of our most difficult students and how to involve them as ‘partners in learning’. So Students as Researchers was having a real effect within the classroom in terms of the climate, in terms of accessing some of those kids we’ve seen as the class clowns in the past – predominantly boys. I saw a different language about the way things happen in classrooms going on. It was brilliant. (Secondary deputy head)



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5 Conclusion: Lighting the slow fuse of possibility? The Students as Researchers projects discussed in this resource have proved to be a rewarding and positive experience both for young people and for teachers and other school staff. For students, the research projects offer the chance to explore new and different identities as researchers. They represent a bridge between school and the adult or external world, in terms of the activities they involve and the dispositions and skills they develop – such as working independently and in teams, across hierarchies of age and status. Our evidence shows how motivating students find this – we cited one student who described it as ‘that extra niche that I needed in order to keep me interested in my studies and motivate me to come to school’. In the process, young people acquire attitudes and skills that help them become lifelong learners, or as one Students as Researchers coordinator put it, ‘people who can control their own learning and can direct it because they can understand it’. In addition, Students as Researchers activities enable students to contribute to the development of the whole school. Students have conducted relevant inquiries that have yielded important insights into teaching and learning from a student perspective – or have provided, as one head described it, ‘the consumer insight, which we don’t normally get’. Talk of ‘consumer rights’ within education often refers only to parents, not to the young people who have most experience of contemporary schooling. Students as Researchers represents a significant shift in how students are perceived. However, they are not the passive, complaining ‘receivers’ of a service. They are invited to form constructive partnerships with staff, where they play an active role in reflecting on the purposes and workings of school and in formulating ideas for improvement. Thus students comment that ‘It was an equal thing … It wasn’t like the teacher was telling us what to do’ and teachers say, ‘It’s not about students picking holes in teachers, it’s about achieving together’. The process has led to improved relationships between staff and students. Teachers come to re-value students’ capabilities in the process; as one teacher commented, ‘it puts me back in touch with the inspirational side of (teaching), because their insights into their lives in school always exceed my expectations’. It allows schools as institutions to reflect on teaching and learning processes. As one secondary headteacher argued, ‘When you want to actually start making a difference closer to the classroom then the students’ perception of what’s going on becomes quite important’. How students work together with staff and with each other to develop the insights they express in this resource is not just a matter of creating new knowledge and understanding of the realities and possibilities of good teaching and learning. It is also about an exciting, communal process: That group who were really involved in the initiative felt that learning was a really exciting thing. I would love to think that it would stay with them for life, that feeling of what you can achieve if you work together, what you can achieve if you try your best. (Primary headteacher)

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It is important not to overstate or overclaim the potential of approaches like Students as Researchers. However, it is also important not to ignore the possibility of what some writers have called ‘prefigurative practices’; that is to say, ways of working that anticipate the future. There are some grounds for thinking that initiatives such as Students as Researchers might provide the beginning of a process that is long overdue. Many schools are still largely 19thcentury institutions in a 21st-century environment. For contemporary educational institutions to flourish we need to develop ways of working that resonate with the aspirations of all those who work within them, where not only the tasks and conditions of learning have changed, but where the traditional roles and relations between teachers and students become more fluid and open to renegotiation. Within Students as Researchers, a form of ‘radical collegiality’ (Fielding, 1999) may emerge, wherein teachers learn with and from their students and students embrace a genuinely shared responsibility for learning and teaching. At its best and in the right circumstances, Students as Researchers is a ‘boundary practice’, a practice which encourages us to break out of pre-existing moulds and shape the world together in ways that affirm what we wish to become, rather than one that reminds us of what others wish us to remain.



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6 Sources of further support University of Cambridge and University of Sussex – Source of advice and support for teachers and students, occasional papers, conferences and workshops. University of Cambridge Contact: Professor Jean Rudduck, University of Cambridge, Faculty of Education (Homerton), Hills Road, Cambridge CB2 2PH Tel: 01223 742010 Fax: 01223 742013 Web site: www.educ.cam.ac.uk Email: [email protected] University of Sussex Contact: Dr Michael Fielding, Centre for Educational Innovation, School of Education, The Sussex Institute, University of Sussex, Falmer, Brighton BN1 9RG Tel: 01273 877024 Fax: 01273 678568 Web site: www.sussex.ac.uk Email: [email protected]

Louise Raymond, Bedfordshire Schools Improvement Partnership – BSIP has pioneered the development of a number of initiatives relating to student involvement in school improvement. It provides training, organises regular Student Voice conferences and can help schools network. Contact: Bridget Dix, BSIP, De Montfort University, Polhill Avenue, Bedford MK41 9EA Tel: 01234 793228 Fax: 01234 793234 Web site: www.bsip.net Email: [email protected]

www.consultingpupils.co.uk – Web site containing further information about the funded project on which this resource is based and contact details for schools involved in Students as Researchers work. National College for School Leadership – Student voice work is proving to be a significant element in the Networked Learning Communities programme, which encourages schools to learn with and from each other. Can help schools network and provides information on resourcing. Contact: Networked Learning Group, Derwent House, Cranfield University Technology Park, University Way, Cranfield MK43 OAZ Tel: 0870 787 0370/0115 872 2401 Web site: www.ncsl.org.uk Email: [email protected]

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Citizenship Foundation – An independent charity founded in 1989 to promote more effective citizenship through education. Contact: Ferroners House, Shaftesbury Place, Aldersgate Street, London EC2Y 8AA Tel: 020 7367 0500 Fax: 020 7367 0501 Web site: www.citizenshipfoundation.org.uk Email: [email protected]

Connect – The Australian newsletter of student participation. Contact: Roger Holdsworth, Connect, 12 Brooke Street, Northcote, Victoria 3070, Australia or Youth Research Centre, Faculty of Education, University of Melbourne, Australia Email: [email protected]

Learning Through Landscapes – Helps schools develop school grounds in participatory ways. Contact: 3rd Floor, Southside Offices, The Law Courts, Winchester, SO23 9DL Tel: 01962 846 258 Fax: 01962 869 099 Web site: www.ltl.org.uk

Schools Councils UK – Offers support to schools wanting to develop the work of their School Councils. Contact: 2nd Floor, Lawford House, Albert Place, London N3 1QB Tel: 020 8349 2459 Fax: 020 8346 0898 Web site: www.schoolcouncils.org Email: [email protected]



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7 Further reading New pupil voice publications from the Consulting Pupils about Teaching and Learning Project Titles from Pearson Publishing (series editior: Jean Rudduck) Arnot M, McIntyre D, Pedder D and Reay D (2004) Consultation in the Classroom: Developing Dialogue about Teaching and Learning, Pearson Publishing Macbeath J, Demetriou H, Rudduck J and Myers K (2003) Consulting Pupils: A Toolkit for Teachers, Pearson Publishing

Other titles Rudduck J and Flutter J (2003) How to Improve Your School: Giving Pupils a Voice, Continuum Press Flutter J and Rudduck J (2004) Consulting Pupils: What’s in it for Schools?, RoutledgeFalmer

The Student Voice Special Issue of Forum (43, 2, 2001) contains a number of international case studies and accounts by young people of student research. For further information or copies of it, contact Michael Fielding (see page 56). Many youth organisations have advocated the involvement of young people in designing and conducting research. The best source of further information here is Perpetua Kirby’s (1999) Involving Young Researchers: how to enable young research to design and conduct research. It covers the arguments in favour of young people’s involvement, how to engage them successfully, and refers to many existing case studies. A companion volume by Steve Worrall (2000), Young People as Researchers: a learning resource pack, includes practical training exercises and handouts.

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8 References Alderson P (2000) Children as researchers: the effects of participation rights on research methodology, Research with Children, ed P Christensen and A James: 241-257, Falmer Press Alderson P and Arnold S (1999) Civil Rights in Schools, ESRC Children 5-16 Programme Briefing no 1 Ashworth L (1995) Children’s Voices in School Matters, Advisory Centre for Education Atweh B and Burton L (1995) Students as researchers: rationale and critique, British Educational Research Journal 21 (5): 561-575 Atweh B, Christensen C and Dornan L (1998) Students as action researchers, Action Research in Practice: partnerships for social justice in education, ed B Atweh, P Weeks and S Kemmis: 114-138, Routledge Campbell P, Edgar S and Halsted A L (1994) Students as Evaluators: a model for program evaluation, Phi Delta Kappan 76 (2): 160-165 Corson D J (1992) Language, gender and education: a critical review linking social justice and power, Gender and Education 4 (3): 229-254 Elliott J (1991) Action Research for Educational Change, Open University Press Fielding M (1999) Radical Collegiality: affirming teaching as an inclusive professional practice, Australian Educational Researcher 26 (2): 1-34 Fielding M (2001) Students as Radical Agents of Change, Journal of Educational Change 2 (3): 123-141 Fielding M, Fuller A and Loose T (2001) Taking Pupil Perspectives Seriously: the central place of pupil voice in primary school improvement, Understanding Improving Primary Schools, ed G Southworth and P Lincoln, Falmer Press Fielding M and Prieto M (2002) The Central Place of Student Voice in Democratic Renewal: a Chilean case study, Learning Democracy and Citizenship: international experiences, ed M Schweisfurth L Davies and C Harber (19-36), Symposium Books Groundwater-Smith S (1999) Students as Researchers and the ‘why’ question, Paper presented at the British Educational Research Association annual conference Hannam D H (2003) Participation and Achievement: examples of research that demonstrate associations or connections between student participation and learning, or other outcomes that support it, Brief no 416 April: Literature review commissioned by DfES and Cambridge University Hannam D H (forthcoming) “We could be interviewed by an alien so long as they LISTENED!”: Students’ views on how to express their perceptions of the curriculum to government, Study conducted for QCA/CSV Hargreaves A, Earl L, Moore S and Manning S (2001) Learning to change: teaching beyond subjects and standards, Jossey Bass



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Holdsworth R (2000a) Schools that create real roles of value for young people, Prospects 115 (3): 349-362 Holdsworth R (2000b) Taking Young People Seriously Means Giving Them Serious Things To Do, Taking Children Seriously, ed J Mason and M Wilkinson, University of Western Sydney Holdsworth R and Thomson P (2002) Options with the regulation and containment of ‘student voice’ and/or Students researching and acting for change: Australian experiences, Paper presented at the American Educational Research Association Kirby P (1999) Involving Young Researchers: how to enable young people to design and conduct research, Joseph Rowntree Foundation Lave J and Wenger E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge University Press Levin B (2000) Putting Students at the Centre of Educational Reform, Journal of Educational Change 1: 155-172 MacBeath J (1999) Schools Must Speak for Themselves: The Case for School Self-Evaluation, Routledge MacBeath J, Schratz M, Meuret D and Jakobsen L (2000) Self-Evaluation in European Schools, RoutledgeFalmer Mitra D (2001) Opening the floodgates: giving students a voice in school reform, Forum 43 (2) 91-94 Oldfather P (1995) Songs “Come Back Most to Them”: Students’ Experiences as Researchers, Theory into Practice 34 (2) College of Education, Ohio State University: 131-137 Prieto M (2001) Students as Agents of Democratic Renewal in Chile, Forum 43 (2) 87-90 Rudduck J, Chaplain R and Wallace G, eds (1996) School Improvement: What Can Pupils Tell Us?, David Fulton Rudduck J and Flutter J (2000) Pupil participation and pupil perspective: carving a new order of experience, Cambridge Journal of Education 30 (1): 75-89 Schon D (1983) The Reflective Practitioner, Basic Books Shier H (2001) Pathways to Participation: openings, opportunities and obligations, Children and Society 15: 107-117 Silva E (2001) “Squeaky wheels and flat tires”: a case study of students as reform participants, Forum 43 (2) 95-99 SooHoo S (1993) Students as Partners in Research and Restructuring Schools, Educational Forum 57 (Summer): 386-393 Steinberg S and Kincheloe J, eds (1998) Students as researchers: creating classrooms that matter, Falmer Press Stenhouse L (1975) An Introduction to Curriculum Research and Development, Heinemann Worrall S (2000) Young People as Researchers: a learning resource pack, Save the Children Wyse D (2001) Felt Tip Pens and School Councils: children’s participation rights in four English schools, Children and Society 15: 209-218 60



Appendix 1

Students as Researchers and Citizenship Education Students as Researchers may be a way to honour the commitment of Citizenship Education to provide opportunities for authentic and active participation, within young people’s own school communities. As well as ‘knowledge and understanding about becoming informed citizens’, the National Curriculum for Citizenship KS3 and 4 requires schools to provide a curriculum that includes: • developing skills of enquiry and communication • developing skills of participation and responsible action. The Programmes of Study propose that: 2c) Pupils should be taught the skills to contribute to group and exploratory class discussion and take part in debates. 3b) Pupils should be taught the skills to negotiate, decide and take part in both school and community based activities. 3c) Pupils should reflect on the process of participating. 1g) Pupils should be taught about the importance of resolving conflict fairly. The OFSTED guidance for inspectors, Inspecting Citizenship 11-16, states that inspectors should seek ‘evidence of pupils’ achievement in activities such as mentoring schemes and school councils meetings taking place during the inspection. In addition, in all schools, there should be evidence of achievement in activities that take place outside the period of the inspection showing a range of active participation across the key stages ... A school will fail to meet the requirement of the National Curriculum if not all pupils take part’.

Citizenship KS1 and 2 Although not statutory, many primary schools are at the forefront of developing circle time and forming school councils as well as developing the skills of speaking and listening. These skills and processes will need to be respected as part of the transition from KS2 to KS3. The QCA guidelines for Citizenship places particular weighting on the development of active skills and participation and on the clarification of attitudes and values. As many of our examples indicate, Students as Researchers projects involve key skills, such as communication, application of number, use of ICT, working with others and problemsolving. They promote other aspects of the curriculum, such as: • thinking skills – through helping pupils to engage in social issues that require the use of reasoning, understanding and action through enquiry and evaluation • enterprise and entrepreneurial skills – as children are encouraged to take initiatives and be responsible • work-related learning – as the forms and structures of students as researchers approximate to those found in employment, such as team work. • education for sustainable development, through developing skills in, and commitment to, effective participation in democratic and decision-making processes.



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Appendix 2

Hastingsbury Upper School presentation The following presentation was produced by students and shown at a conference of teachers to demonstrate the aims of Students as Researchers.

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Appendix 3


41

42

43

44

45

46

47

48


69

Appendix 3

49

70

