By Mr Gracie, Deputy Head – Student Engagement and Welfare

One of the things that encouraged me to join BGS when I applied for my role was that student engagement formed part of my job title. As someone committed to ensuring young people have what they need to thrive, this signalled a school that values student experience. I was pleased, though not surprised, when this year’s GLG chose student voice as their campaign, inspiring this latest blog.

Why student voice matters

Research consistently shows that when pupils feel heard and see their views acted upon, their motivation, behaviour and sense of belonging all improve¹. They participate more actively in lessons, build stronger relationships with teachers and gain greater agency of their learning.

Student voice also helps schools evolve. Pupils notice aspects of teaching, routines and culture that adults may not². When their insights shape decision making, especially those of quieter learners, schools become more inclusive and more responsive to the needs of every student. Listening to students is therefore not separate from high standards. It is one of the ways we achieve them.

Why this matters especially for young women

In a girls school, the value of student voice becomes even more significant. Studies in girls’ education suggest that confidence, self advocacy and the ability to communicate ideas clearly are important predictors of success³. By giving our students meaningful opportunities to influence their environment, we nurture these skills with purpose.

Through these experiences they learn to question, reflect and shape their surroundings. Most importantly, they understand that their voices carry influence in their friendships, in their school community and beyond.

Nawaal Qazi, our Head Girl, explains why she and her GLG team have focused on student voice this year:

“When achieving the role of GLG captain, there are a number of new responsibilities which you take on. Despite a bigger workload and frequent events, two of the most important responsibilities are: being a good representative and advocating for students.

Often, the GLG campaigns focus on the former rather than the latter. Encouraging students to take more risks, be kind to one another, or embrace their differences.

However, in a school of confident young women who have learnt and grown from all these campaigns, we knew we wanted to utilise their strength for good.

In an attempt to make lasting and impactful change, we launched our ‘Hear Me Out!’ campaign.

‘Hear Me Out!’ is a play on words pertinent to a trend on social media which many of our students are aware of. The campaign focuses on listening to students’ concerns, aspirations and ideas. Restructuring the format of Student Voice to place greater importance on the role alongside streamlining the meetings to ensure their effectiveness has been our focus.

In doing so, we have taken on both responsibilities- aspiring to be good role models for the pupils by representing their interests and ensuring that their voices are heard.”

Molly Brierley, our Deputy Head Girl, shares how she has seen the new structure develop:

“Student Voice has been a great platform for students to express their opinions and suggestions in order to improve the school. The new format has been more efficient and I have really noticed all the girls being more enthusiastic in discussions that can be focused on anything from food to diversity and inclusion. I have really enjoyed being a part of Student Voice, it’s a great way of ensuring a consistent connection between students, staff and senior leadership.”

The impact of student voice is often felt most in the classroom. When teachers listen to pupils’ experiences, what supports their learning and what may hinder it, teaching becomes more responsive. Research shows that involving students in dialogue about learning increases metacognition and engagement⁴. This is why our cycle of department reviews at BGS always includes a reflection of student voice through a department review survey. Likewise, the structured support offered during the GCSE years, including the current revision programme for Year 11, has also been refined directly through student feedback.

Listening and adapting to students is central to strong pastoral care. This year, our Form Tutors are focusing on connection building. The trust created through these conversations enables staff to listen carefully and validate students, helping them feel supported throughout their time at school. This is one of the reasons our Sixth Formers are such   confident young women. They have been able to shape their experience in ways that reflect what they find most valuable. Student voice strengthens learning, supports wellbeing and helps develop thoughtful, principled young women. 

At BGS, we aim to let students influence our environment from everyday experiences to broader strategic priorities. It is not a token gesture but an essential part of building a community where each student feels they matter and knows that their voice can shape their world. I feel privileged to help facilitate this and to see the positive impact our students have every day.

References

1. Mitra, D. (2004). The Significance of Students: Can Increasing Student Voice in Schools Lead to Gains in Youth Development; Levin, B. (2000). Putting Students at the Centre in Education Reform.
   
2. Flutter, J., and Rudduck, J. (2004). Consulting Pupils: What’s in It for Schools
   
3. OECD (2018). The Future of Education and Skills 2030; Smith, J. (2017). Girls Schools Association Research on Confidence and Aspiration.
   
4. Black, P. and Wiliam, D. (2009). Developing the Theory of Formative Assessment; Hattie, J. (2012). Visible Learning.