Episode 15 - Embedding Student Voice

Evelyn Carter

Welcome back to Leading for Impact in Anangu Lands Schools. I'm Evelyn, and with me as always are Dan and Liam. Today we're diving into student voice—what it looks like, why it matters, and how we can make it more than just a buzzword out here on Anangu Lands. Now, in our last episode, we got into workforce planning—succession, long-term thinking, all that. But what if we zoom in on the students themselves? Where does their voice sit in the mix, and how does it feed those big leadership decisions?

Liam Warragul

Yeah, Evelyn, I reckon it’s a powerful shift when you get past the token stuff—like the odd survey or box-ticking. True student voice, where mob are hearing the kids properly, that’s where relationships really get stronger. It changes the sense of ownership of the school, too. And, I mean, think about it—if you’ve got Anangu staff and Piranpa educators actually working side by side, guiding kids to speak up in culturally safe ways, it becomes real. Not just talk.

Dan Harrison

Absolutely, Liam. Maybe I’ll just share a quick one from last term—because I think I mucked this up at first! We set up these “student feedback jars” in the classroom—you know, so students could drop in ideas, anonymous-like. But hardly anyone used them. What made the difference was when our AEs—so Anangu staff—held a yarning circle instead, and suddenly everyone had stuff to say. The conversation just flowed. If I’m honest, it hammered home that regular, structured ways of gathering student voice have to be shaped around how kids are actually comfortable sharing. It wasn’t about my system, it was about what felt right for them.

Evelyn Carter

I love that. And it’s not just about collecting ideas, is it? It’s about making sure students see their suggestions actually change something. When their input leads to a new lunchtime club, or even just a shift in how assemblies run—they notice. It builds trust. Suddenly the whole school feels more alive, because students know their voice matters.

Dan Harrison

Yeah—and that trust is huge. I always think, once a kid sees even a small thing change—like we started serving breakfast earlier last term because students said, hey, some of us get there before the bus—well, then they start looking for other ways to contribute. It’s that visible action piece. Kids want to see the loop closed, not just leave their input hanging in mid-air. Otherwise, you risk losing them fast.

Liam Warragul

Exactly, Dan. And there’s also cultural safety in all this—gotta say that up front. Out bush, sharing opinions can look different. In some places, it might be story-sharing rather than direct suggestions, or using language that feels comfortable. That’s why Anangu–Piranpa collaboration isn’t a bonus, it’s the skeleton of doing this properly. When the whole process is co-facilitated—say, via student forums run by both an Anangu and a Piranpa staff member—you set the tone for respectful, genuine participation right from the start.

Evelyn Carter

And that partnership goes both ways, doesn’t it! Anangu staff are experts at bridging, finding those gentle ways to encourage quieter students, or those who might have great ideas but don’t want to speak up in a group. I remember seeing one Anangu coordinator quietly checking with students after class, getting their feedback in private and then bringing it to staff meetings. It modelled cross-cultural respect—and, honestly, community ownership, too.

Dan Harrison

Yeah, and I think that’s where formal and informal spaces both play a part. Not everything has to run through a big council meeting. Sometimes, just allowing space for a kid to draw their ideas or talk one-on-one—then seeing that captured in proper planning—does wonders. But when you do get those student reps sitting alongside the principal or coordinator at leadership meetings, it sends a strong signal. That was a new thing for us—like shifting from student feedback being heard, to students being active in decision-making. Still not perfect, but we’re getting more confident together.

Liam Warragul

And don’t forget leadership opportunities for the students themselves, hey. When you let them run a project, or start a student-led initiative—even something like a clean-up day—they learn skills that stick. That’s agency. It goes way beyond whatever project they work on that term. It shows students that leadership is for them, not just the adults, and it grows confidence across the whole group.

Evelyn Carter

I completely agree, Liam. One thing I also wonder is—how do we make the impact of student voice visible, so kids keep participating? What sort of feedback loops are working in your schools? Because sometimes we do hear, “why bother, nothing changes,” and that’s heartbreaking when the reality is, things are shifting, just maybe not as quickly or as visibly as kids hope.

Dan Harrison

It’s a good call, Evelyn. What’s helped us is being really clear about when ideas can be actioned, and when they can’t—and explaining why. Like, if students suggest something tricky, like a new sports field, we walk them through what’s possible and what isn’t, and celebrate even the small wins. Also, public recognition helps—a board in the office that shows “what students asked for” and “what we’ve changed.” It sounds simple but it keeps accountability alive, and staff are held to it, too.

Liam Warragul

I’d add that sometimes, those conversations need to follow local protocols—some ideas are private, or need to go via family. And the role of Anangu staff here is huge, helping translate not just language but intent. Formal stuff is good, but nothing wrong with embedding student voice in the daily run of things, too. Like, how kids are greeted in the morning, or how yarning circles are built into routines.

Evelyn Carter

So maybe for our listeners—think about not just the structures, but the systems, those formal and informal ways of hearing students and showing them that their voice leads to something real. Ask yourselves, how are you making sure student voice isn’t just captured, but responded to in a way that’s visible?

Dan Harrison

And maybe, how are cultural protocols shaping who speaks, who listens, and how ideas are actually shared? Are Anangu and Piranpa staff working together in your spaces, or is it still a bit separate? The strength comes when it’s properly blended, not siloed.

Liam Warragul

And what about building on what we talked about last episode, with long-term workforce and succession planning—are your student voice initiatives part of your school improvement plans? Are you showing those growing leaders—the kids—that what they say matters for where the school’s headed?

Evelyn Carter

That’s a perfect way to wrap up, Liam. Student voice out bush isn’t just about the loudest kid in a room; it’s about shaping shared responsibility, in ways that are grounded in culture and trust, and are truly visible in a school’s daily life. Thanks for joining us—Dan, Liam, always a pleasure.

Dan Harrison

Yeah, thanks both—great yarn today! And thanks to all our listeners. If you’ve got stories, or want to share how your school’s bringing student voice to life, get in touch. See you next time.

Liam Warragul

Thanks Dan, thanks Evelyn, and thanks everyone for tuning in. Keep those good ideas coming, and we’ll catch you on the next episode. Palya.