In an era where student voice and agency are critical to fostering equitable educational experiences, our understanding of governance in schools must evolve to incorporate the perspectives of students. Equally important is the oft-overlooked impact of internet accessibility and democratisation of knowledge that could empower students in their learning as challengers to standardised curriculum design. This presentation draws upon my recent research examining the opportunities and restrictions for student choice within the New South Wales (NSW) syllabus documents for English, Science, Mathematics, and History in Years 7-10. By employing a critical policy analysis (CPA) approach, I aim to unpack the systemic factors embedded in curriculum governance that influence both teaching practices and student learning experiences, often disabling student agency.

The analysis reveals that the prescriptive nature and rigid structures within these syllabus documents often limit genuine participatory governance. As teachers navigate these mandates, they face challenges that inhibit their ability to incorporate student agency into their pedagogical choices and approaches. Consequently, students are often left with little room to influence their learning experiences and pathways, undermining their intrinsic motivation and engagement as they transition into their teenage years.

Drawing from existing literature on student motivation and engagement, I will discuss the implications of a narrow curriculum design that favours compliance over choice. The findings illustrate a crucial disconnect between the ideals of student empowerment and the realities shaped by curriculum governance. By foregrounding student choice as a vital component of their educational experience, we can begin to redefine the roles of teachers and students within the classroom—shifting from a top-down directive model to one that encourages collaboration, shared decision-making and student leadership.

During this presentation, I intend to elevate a conversation surrounding the need for governance structures that are conducive to student involvement. This includes examining best practices in participatory models, such as student councils and advisory boards, and identifying potential pathways for rethinking curriculum policies that prioritize student input. I will also invite participants to consider the existing barriers they face in advocating for greater student agency and explore strategies to engage diverse voices in shaping educational policies and practices at both systemic and classroom levels.

This session aims to be interactive/discursive, encouraging attendees to share their experiences and insights regarding student governance and curricular decision-making. By collaborating and brainstorming potential solutions, we can foster a supportive network committed to empowering students in their learning environments. Ultimately, we must recognize that effective governance in education requires meaningful inclusion of student perspectives—transforming them from passive recipients of knowledge into active contributors who shape their educational journeys.

Through this exploration, we will not only highlight systemic challenges but also champion student voice as a pivotal issue in policy discussions around curriculum. This discussion hopes to highlight the barriers of the current curriculum policy climate and discuss opportunities for greater student engagement and motivation through a more democratic classroom and a rebalancing of curriculum for student ownership and leadership in their learning.