The Relationship Between Student Voice and Student Engagement in Urban High Schools
Open accessAbstract
Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students' average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement. Supplementary information The online version contains supplementary material available at 10.1007/s11256-022-00637-2.
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At the classroom level, when students felt their voice was listened to by their teachers, they reported higher affective engagement in their classes.
“At the classroom level, one study using district-wide data found that when students felt their voice was listened to by their teachers, they reported higher affective engagement in their classes.”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Conner et al., 2022
The Results report a direct positive association between student voice and affective engagement: students who feel heard by teachers more often also find schoolwork more interesting and enjoyable. But the Methods state that survey responses were aggregated at the school level, so the study does not establish the claimed classroom-level relationship. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThis indicator of student voice was indirectly linked to behavioral and cognitive engagement in class through strengthened student-teacher relationships.
“This indicator of student voice was also indirectly linked to behavioral and cognitive engagement in class, through strengthened student-teacher relationships (Conner et al., 2022).”
From How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators (2025) · cites this paper as Conner et al., 2022
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- Authors
- Conner, J., Posner, M., & Nsowaa, B.
- Affiliations
- Villanova University (US)
- Corresponding author
- Conner, Jerusha
- Venue
- The Urban Review
- Published
- 2022-06-23
- Volume
- 54
- Issue
- 5
- Pages
- 755-774
- ISSN
- 0042-0972 (ISSN-L)
- 1573-1960
- PMC
- PMC9219399
- OpenAlex
- W4283313109
- Cited by
- 48
- References
- 81
- Citations by year
- 2026: 8 · 2025: 13 · 2024: 16 · 2023: 10 · 2022: 1
- FWCI
- 14.39
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- The Urban Review (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- student voice, student engagement, urban high schools, emotional engagement, behavioral engagement, cognitive engagement, teacher care, self-determination theory, competence, sense of belonging, School District of Philadelphia
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