Every adolescent matters: listening to young people in English secondary schools

Davies, Susan (2025) Every adolescent matters: listening to young people in English secondary schools. Doctoral thesis, University of East Anglia.

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Abstract

Student voice has a significant international role since all young people have a right to be heard. In addition, the positive impact on learning and mental health has recently been confirmed. The voices of children and young people, globally, have reported that adults do not hear them. This omission can lead to some young people being invisible and unprotected. To ensure that the voices of all students are heard, secondary school education incorporates student voice programmes and initiatives, and the Office for Standards in Education regularly assesses the provision. Whilst the concept of student voice is familiar to education practitioners, definitions vary widely leading to confusion. A key aim of this research inquiry was to examine student voice and the impact on the lives of adolescents in schools. The significant concept of student and adult engagement links to student voice and can impact on its efficacy. Societal attitudes towards adolescents have meant a diminished and deficit image which leads to poor outcomes for students. Consequently, the reframing of adolescence was a key aim of this research inquiry.

This research inquiry was undertaken from a person-centred and humanistic perspective. A qualitative research design and methodology aligned with this positioning and ethical practice was adhered to throughout the research process. Four secondary schools and one university were recruited for participants with the additional challenge of the Covid-19 pandemic necessitating creative solutions when schools were closed. Data collection involved semi-structured interviews to capture the voices of adolescents and adults regarding their perceptions of the experience of adolescence and the challenges and benefits of school. Data analysis followed an interpretive approach aligning with the person-centred philosophy of trust and respect for the individual. Researcher reflexivity was important to avoid bias and to respond appropriately to the data as it unfolded, with an awareness of the significance of the researcher within the data.

The main findings indicated that young people were competent and self-aware. They critiqued classroom practice and provision for mental health offering pragmatic solutions. They asked to be considered as individuals, rather than as a homogenous group, and to be respected and treated fairly. This thesis contends that reframing adolescence, through student voice, contributes to a timely and updated understanding of this significant period of development, which can inform education policy and practice bringing improved educational outcomes for every adolescent.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Nicola Veasy
Date Deposited:	05 Nov 2025 13:37
Last Modified:	05 Nov 2025 13:37
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100907
DOI:

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