Abstract
The recent resurgence of interest in student voice and leadership is linked to two high-profile movements: one supporting student rights and participation, the other exploring new conceptions of school leadership. This article considers two established interpretations and one which is embryonic: (1) student voice as a means to inform the understanding of school leaders and classroom teachers; (2) student leadership in the classroom in support of their peers or in the development of their own learning; and (3) students as co-leaders in the governance of the school. It suggests that the transformative potential of student voice and student leadership may be considerable when underpinned by trusting relationships between teachers and students, and commitments to inclusion, to credibility, and to more open notions of power.
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