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Increasing Meaningful Parent/Carer and Pupil Voice
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The research focuses on the inclusion of children with special educational needs and disabilities (SEND) in a mainstream primary school setting. It explores the implementation of various strategies aimed at enhancing meaningful participation of parents/carers and pupils, particularly through structured conversations and visual methods to assess progress.
Aims: The primary aim of this action research was to identify effective approaches for removing barriers to learning and attendance for children with SEND. By employing various cycles of action research, the study sought to refine practices that would promote greater engagement and voice among parents and pupils.
Methods: The research utilised an action research framework, with two distinct cycles that incorporated planning, action, and review phases. During these cycles, data was gathered anonymously following ethical consent from participants to ensure confidentiality. Various methods were employed, including literature reviews from earlier studies that provided foundational knowledge to shape the research focus and the development of actionable plans.
Findings: The introduction of structured formats improved the quality and depth of feedback from both pupils and parents. Pupils reported feeling heard and valued, especially when their feedback led to tangible changes in their learning environment. Parents appreciated the opportunity to contribute meaningfully and more regularly. In some cases, this approach led to improved attendance and engagement, particularly when pupil feedback was acted upon promptly and visibly.
Implications: This case study offers insights into how embedding structured communication techniques can promote inclusivity for students with SEND in educational settings. Other educators may find value in the methodologies employed, particularly in terms of engaging children and young people and parents/carers through visual and conversational methods that support a more inclusive educational environment. The study highlights the importance of adapting research-based practices to address specific learning needs effectively.
Description
Keywords (free text)
inclusion,special educational needs and disabilities (SEND), assess-plan-do-review, pupil passports, mainstream primary, structured coversations