A framework I like to use from time to time is “I used to think X but now I think Y.”  We are all learners in the system, and as the world changes around us, we need to change our thinking as well.

This past week I had the chance to be part of a panel to talk about “Young people as allies in educational transformation.”  and really the broader topics of student leadership, engagement and sense of belonging.

When I came to West Vancouver Schools 16 years ago, I brought my passion for student leadership with me.  We were quick to implement a district student leadership program, a district student council and actively promote the growth of student leadership programs in our elementary and secondary schools.  We brought in high profile keynote speakers like Craig Kielburger to work with our students and we worked to connect our student leaders to others across the region; having students attend provincial and national student leadership conferences. For me this was the essential student voice that was missing in our schools.

And I don’t believe any less in this work now.

But . . .

I used to think student leadership meant we had done our job in engaging students in educational transformation, but now I think ensuring we listen to the voices of all students and giving them voice in their learning needs to be the driver in educational transformation.

I am more interested now in elevating the voices of everyone, particularly our Indigenous learners, racialized students, students with disabilities, students from our LGBTQ+ community, International students, new immigrant learners and others who are often marginalized in our system and ensuring they have voice in their education transformation.  These students are often not part of student council, not selected for leadership conferences, and don’t put their hand up for special leadership programs.

And what we find is that when we listen to students for whom the system has not always worked and look to make changes on their advice, these changes benefit all learners, even the high flyers who are already successful.

At a recent professional day in West Vancouver we had a student panel that was reflective of the range of students in our system.  Students facilitated the discussion and they spoke about what worked in the system for them, and what they needed to feel a sense of belonging. What they said, probably would not surprise many.  Students said they wanted adults who cared about them, and asked them how they were doing and took an interest in their lives.  They said they wanted a greater focus on sexual health, Indigenous learning, mental health and hands-on learning in their school programs. And they said we were on the right path, we just needed to do more, faster.

One of the interesting impacts of COVID is that students expect a greater say in their own learning, and more is on the table.  Now that students have experienced in-person, virtual and hybrid learning, and they have often had timetables that offer 2, 4 or 8 courses at at time, they have opinions about what works for them and they want their voices to influence the structures going forward.  Pre-COVID, it was as-if the structures of schooling were actually fixed now students know different.  The system is far more flexible than we let on to them.

And in British Columbia there are so many other ways right now to ensure all students have voice in their learning.  Whether it is our Indigenous learners through Equity in Action, students involvement in the Framework for Student Learning, or the multiple ways students can be involved in their own learning through the new reporting order that emphasizes the role of student self-assessment, student voice has never been more important.

Of course this is not without its challenges.  At this recent panel presentation, one of my superintendent colleague rightly raised the point that many adults don’t think students should have a voice in their learning – whether they believe that the system should be dictated by adults, students don’t know enough to have informed views or this just upsets current norms – there are many nervous about giving students more control, because it might mean adults have less control.

Circling back to where I started, I have always been a huge supporter of student councils, district leadership programs, and other ways to bring student voices to the table in education.  I now think this is not enough.  Very often these voices are the ones we want to hear, because they are already successful and will tell us we should just keep doing what we are doing.  We are often amplifying the already loud voices.  We need to find ways to ensure all voices, particularly those that have been historically marginalized in our schools are heard.  And yes, we want students to be our allies in educational transformation, but we should also be looking to be their allies.

There has been no more exciting time in education in my career and there are amazing possibilities for our learners ahead of us – let’s make sure they all have a voice in helping us design a system that works for each and every learner.

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