Listening to silent voices: an investigation into the student voice approach to promote inclusiveness and student well-being

Through a literature review, this work aims to investigate how much the student voice is integrated within the teacher training and how this practice has repercussions on the professional practice of teachers and on the well-being of students. Specifically, we aim to investigate how much the student voice is integrated into the academic training curriculum of future teachers and how this practice impacts on teachers’ professional practice in an inclusive perspective. Indeed, the literature shows that students involved in student voice practices demonstrate greater involvement and responsibility for the tasks assigned to them, increasing the likelihood of generating meaningful learning. Based on this assumption, the research hypotheses that experiencing student voice in one’s own training helps teachers who will go on to work with students with disabilities to internalise the importance and urgency of giving voice to the people usually unheard, and that experiencing engagement and advocacy can help future teachers to replicate this practice in their work.