One of the key conversations in education today is around student voice and agency, particularly in shaping school culture and behavior expectations. Can you share your thoughts on how student voice is—or isn’t—incorporated into Positive Behavior for Learning (PBL)?

Dan: Absolutely. One of the biggest challenges is that we tend to communicate at students rather than with them. We tell them what the school values are, what behaviors we expect, and what consequences exist. But we don’t always stop to ask, What do you need from behavior management in our school? When we do ask, I think there’s a gap in how we receive and interpret their responses.

That’s an interesting point. What do you think students actually want when it comes to behavior management?

Dan: Ironically, when students are surveyed, they often advocate for stricter consequences—harsher penalties, more suspensions, and detentions. That seems counterintuitive to what we assume, but I believe the real question is why they want that. My impression is that students are frustrated by the disproportionate attention given to disruptive peers. They may not explicitly say, “Why don’t you reward me for doing the right thing?” but that’s likely what they mean.

How can schools create a more authentic space for students to share their perspectives on these issues?

Dan: One challenge is the presence of adults in these discussions. When we, as educators, ask students for their thoughts, they often tell us what they think we want to hear. To get more genuine responses, we might need to consider student-led discussions, external facilitators, or youth support workers who aren’t directly linked to the school. Creating these neutral spaces could encourage students to be more open about what they truly need.

Beyond behavior management, how do you see student voice shaping learning itself?

Dan: We need students to reflect on their learning experiences—not just what they’ve done, but how learning can be designed to engage them more effectively. If we intentionally include students in curriculum design, assessment reflection, and discussions about school culture, we’re moving towards a more inclusive and meaningful education system.

It sounds like you see this as a process—one that requires time and experimentation. Can you elaborate on that?

Dan: There’s no perfect model for integrating student voice overnight. Schools need to be willing to start somewhere, even if it means stumbling through some trial and error. The key is to begin the journey. Over time, we’ll find what resonates with our students, staff, and parents.

For example, different school communities have different dynamics. What works in an inner-city school may not work in a rural setting where students have different life paths. Schools need to tailor their approaches rather than waiting for a one-size-fits-all model.

It’s clear that this is about more than just gathering student feedback—it’s about shifting school culture. How do we bridge the gap between departmental policies, teacher expectations, and what students actually want?

Dan: That’s the real challenge. Schools operate within departmental frameworks, but students have their own needs and learning preferences. Parents, too, have their own perspectives. We, as educators, sit in the middle trying to balance these demands. The goal isn’t to abandon structure but to create a space where students feel heard and valued.

One shift in thinking is moving from feedback to feedforward—focusing not just on what has been done, but on what can be done next. When students, teachers, and parents engage in forward-looking conversations, it removes the fear of criticism and fosters a more constructive dialogue.

That’s a powerful reframing. Finally, what do you hope educators take away from this conversation about student voice?

Dan: That it’s worth starting the journey, even if we don’t have all the answers. If we wait for a perfect model, we’ll never begin. By giving students an authentic role in shaping their learning environment, we create a culture where they feel truly invested. And when students feel valued, they thrive—not just academically, but as engaged members of the community.