The evidence for student voice and agency has become remarkably consistent over the past few decades. While different researchers use slightly different terminology (agency, autonomy, self-regulation, learner ownership, student participation), they point to the same conclusion: students learn more deeply, are more motivated, and achieve better long-term outcomes when they have meaningful influence over their learning.
At Lakes Grammar, this often translates into discussions around students being active participants in their education, not passive recipients of it. Student voice and agency are not a single program, nor are they a box to tick alongside the curriculum. They have become underlying philosophies that are embedded in many aspects of our learning and broader culture. Students are encouraged to share their perspectives, ideas and concerns, and it is important to have these views genuinely heard and, wherever appropriate, acted upon. Our values and traditions allow us to take this one step further. We are committed to building the courage and capability for students to act on their ideas, and to do so ethically and compassionately at all times.
Encouraging Confidence to Speak
Confidence grows when children are given genuine opportunities to express themselves.
Students regularly contribute to chapel and assemblies by leading prayers, sharing reflections or speaking about topics that are meaningful to them. Wherever possible, students develop their own words rather than simply reading a script. A Year 4 student might speak about what they are grateful for, while an older student may reflect on resilience, friendship or current issues that matter to them. These experiences help students discover that their ideas have value and that their voice deserves to be heard. For our younger students, Miguel Arteta’s 2021 film Yes Day captures the spirit of this sentiment fairly well, albeit in an exaggerated way. The premise follows parents who have become known for always saying “no.” However, they dedicate one day to saying “yes” to their children’s requests (within agreed safety rules). The film is purposefully light-hearted, but underneath there is a message about trust, connection and the importance of giving children a voice.
These foundational experiences are essential as students move into more senior years. Psychologist Christine Carter emphasises the importance of agency and voice for adolescent children:
This cannot be overstated: Healthy, self-disciplined, motivated teenagers have a strong sense of control over their lives. A mountain of research demonstrates that agency is one of the most important contributors to both success and happiness. Believing that we can influence our own lives (through our own efforts) predicts practically all of the positive outcomes that we want for our children: better health and longevity, lower use of drugs and alcohol, lower stress, higher emotional well-being, greater intrinsic motivation and self-discipline, improved academic performance, and even greater career success.
The trick is how schools and parents are able to navigate this transition effectively and safely for every child. Do rules become totally redundant? No. Do we just deal with the consequences of teenagers making mistakes and let them learn the hard way? No. The answer is gradual release or, as Christine Carter puts it, “giving freedom within limits”. The process needs to be clearly defined, actively discussed, and respectfully negotiated with our children over time.
Carter refers to The Self-Driven Child as a useful resource in this respect. Written by neuropsychologist William Stixrud and teen coach Ned Johnson, the authors focus on autonomy and perceived control. Stixrud’s work as a neuropsychologist particularly focuses on research showing that feeling a lack of control is associated with higher stress, anxiety and poorer performance. Parents can reinforce this confidence at home by asking open questions, encouraging children to explain their thinking, helping them to see consequences, and giving them opportunities to contribute to family conversations and decisions – all of this is essential foundational work. Listening patiently, even when ideas are still developing, helps children understand that their perspective matters.
Mentoring, role models, shared responsibilities
Voice without responsibility becomes entitlement. Responsibility without voice becomes compliance. True agency develops when children experience both.
Our approach to finding this balance at Lakes is multifaceted.
Our student leadership structures, student mentoring opportunities, Student Representative Council and one-to-one Year 12 mentoring program all provide authentic opportunities for students to be heard while learning the responsibilities that come with having a voice. Students are encouraged to listen carefully to their peers, represent the views of others thoughtfully, work collaboratively and make decisions that reflect integrity and respect. In doing so, they develop the judgement and values needed to distinguish right from wrong and to contribute positively to their community.
Student voice extends well beyond formal leadership roles. Throughout the year, students are invited to share their views on playgrounds, learning spaces, wellbeing initiatives and other aspects of school life. Their ideas have influenced playground equipment, break time activities and elements of school planning. We also provide informal avenues, such as suggestion boxes, where students can ask questions, raise concerns or propose improvements directly to school leaders.
These experiences reinforce an important lesson: having a voice is not simply about expressing an opinion. It is about listening to others, considering different perspectives, accepting responsibility for your decisions and recognising that your actions affect those around you. By combining genuine opportunities for student voice with clear expectations and supportive guidance, we seek to help every student develop the confidence, character and healthy sense of agency that will serve them well throughout their lives.
A Shared Partnership
Developing student voice is most effective when school and home work together. At Lakes, families strengthen our learning experiences by creating opportunities for conversation, encouraging thoughtful decision making, and celebrating the courage it takes for children to express an idea, ask a question or take the lead.
This shared commitment is reflected in many aspects of school life, from our strategic priorities and student leadership opportunities to our community events and, introduced in 2026, our online Parent Information Series. These sessions for our parents explore practical and thought-provoking topics, not just regarding the value of agency and voice, but delving into other areas like wellbeing, supporting learning at home, navigating school resources, and understanding both the opportunities and challenges of artificial intelligence in education, and much more.
Understanding the theory is one thing; applying these ideas in a practical and dynamic sense at school and at home is always something else. SchoolTV is an invaluable resource for our community to support this process; freely accessible at all times, linking our school to some of the leading researchers and specialists in many different areas of parenting and educating young people in today’s world. We know the application will be different for every child, but it’s always reassuring to know what the research says, and to have some practical tips along the way.
