Encouraging Teacher Readiness for Designing Student Voice Practices

Background: Student voice practices (SVPs) are processes through which students can participate in and influence educational decisions affecting their own lives and the lives of their peers. This article examines teacher readiness for implementing SVPs. Focus of Study: Previous research has conceptualized readiness by considering the what of the change, the how of the change process, and the individuals involved. Using a framework of mindsets, heartsets, and skillsets, this study investigates the question, What conditions contribute to teacher readiness to engage in SVPs? Research Design: Employing an embedded case study design, this article analyzes qualitative data from four schools to explore teacher readiness. Cognitive mindsets encompass beliefs that students have a right to express their views and can provide unique insights, and that involving students as partners makes organizational and classroom change more effective. Emotive heartsets involve prioritizing the development of trust, and safe relationships and environments. Intention-building skillsets include the necessity of training for both adults and students, as well as the creation of supportive classroom structures. Conclusions: Our findings suggest directions for enhancing training and preparation for SVPs. Additionally, they contribute to organizational theory and educational leadership research by exploring factors that may facilitate or hinder the development and sustainability of change initiatives.