As Victorian schools continue on their journeys of developing instructional models for their teaching staff, it is important to acknowledge that learning is a partnership with the students themselves. Therefore, just as how teaching is made explicit and clear through educational instructional models focused on pedagogy, so too must learning be equally explicit and clear for our students. In 2023, Glen Waverley SC began their 12-month-long journey in developing their own Learner Model in partnership with both the teaching and student body. It was pivotal that the development of this model was driven from students, and ultimately accessible to students themselves from Year 7 to 12. Therefore, we are proud that the full development process of our GWSC Learner Model was not merely consulted upon with students at the end, where staff attained feedback. Rather, our students investigated, brainstormed, conceptualised, illustrated, wrote, and taught the Learner Model for their fellow peers. Learn about the process of developing a whole-school policy with students; how we as teachers can empower our students to achieve this, and how to then embed this model meaningfully to affect positive change and culture in schools.

Gender-based violence is a major issue in Australia specially in an age where young people’s exposure to different societal narratives and messages has increased dramatically in traditional as well as social media. Efforts to communicate positive and empowering messages must be backed with formats that engage students and address key concerns as experienced by young people themselves. TESSA Inc. gender specific respectful relationship programs (EXPECT RESPECT and MATMAN) use interactive conversations, brief concept presentations, and physical activities to engage the students and help them embody the concepts explored.
Themes in each program have been selected using a combination of research, Respectful Relationships curriculum consideration, as well as stakeholder and young people consultation. The evaluation processes aim to capture both, the objective understanding of particular themes as well as the subjective experience of the students. During the 45-minute workshop, participants will experience some of the key activities and their links to respectful relationships and gender narratives. They will also learn how this format provides agency, voice and sense of ownership to the students highlighting the importance of participatory and active respectful relationships education. As one program participant stated, “this program is not about DO THIS but more about YOU CAN DO THIS!”.

Rodrigo Castellanos

Rodrigo has over 20 years’ experience in project management, sustainability and environmental markets. In 2010 Rodrigo cofounded RAMP Carbon Pty Ltd while leading the development of a series of major environmental and social programs in Latin America and Africa.  In 2005 Rodrigo joined as Director of Research the corporate social responsibility ratings agency RepuTex in Melbourne, Australia focusing on Risk Assessment and Carbon Finance. Prior to this he worked in the Citigroup Private Bank in New York and Mexico City.  In February 2017 Rodrigo was employed as the inaugural MAT Life Skills Program Manager for TESSA Inc.

Irena Krol 

Irena is a certified shiatsu practitioner with extensive experience in teaching people about self-care and wellbeing practices. Since 2015 she has been a certified life skills instructor helping to empower young people to better manage challenges in their lives.

In 2024, she co-developed the Expect Respect program, an initiative focused on fostering respectful relationships and personal safety for young women and is currently the leading instructor of the program in Victoria.

Irena started training Aikido in 2002.  For several years she has been teaching beginners’ classes helping students to establish strong foundations in terms of body awareness and technical development.

Kami Castellanos Krol

Kami is currently pursuing a Bachelors degree in Politics, Philosophy, and Economics at the ANU.  She has a strong passion for diplomacy, policy development, and human rights. Kami has been actively involved in initiatives that promote social justice and community empowerment.  At TESSA Inc., she co-developed the Expect Respect program, an initiative focused on fostering respectful relationships and personal safety for young women. She has also volunteered with Melel Xojobal in Mexico, supporting indigenous children through education and life skills programs.  Kami is fluent in English and Spanish and thrives in multicultural environments, enjoying engagement with diverse communities.

This presentation will share key outcomes and insights from the transformative Australia-ASEAN Youth Summits 2024, aligning with the Student Voice Conference 2025 theme of 'Connect, Share, Empower.'

The summits positively impacted participating students' understanding of regional issues, diplomatic skills, and global citizenship. We will explore how the summits addressed cultural identity, sustainability and active citizenship through simulated diplomatic activities and cross-cultural interactions.

The presentation will also highlight the project's impact on participating teachers, who gained valuable insights into youth leadership education and the sustainable development goals.

By sharing our experiences and strategies, we aim to inspire educators and advocates to create similar opportunities for student empowerment and foster stronger international ties. Join us to explore how to nurture globally minded leaders.

Emeline Gillingham

Assistant Manager, International Partnerships, Asialink Education (formerly known as Asia Education Foundation) 

Emeline is the Assistant Manager of International Partnerships at Asialink Education, bringing over a decade of experience in project management and stakeholder engagement within global education, Australia-Asia relations, and international affairs.

At Asialink Education, Emeline coordinates diverse programs for students, educators, and leaders across the Asia-Pacific region. She has successfully managed international school partnerships projects with India, China, Indonesia, Southeast Asia, and Papua New Guinea. Her expertise extends to leading educational study tours to Mongolia and South Korea, as well as organising immersive learning experiences in Australia and Papua New Guinea.

Prior to joining Asialink Education, Emeline worked with the United Nations Association of Australia (Victorian Division), where she promoted the UN's work at the local level.

Emeline's international experience includes a six-month Chinese language learning scholarship in Chengdu, China. She is an alumna of the prestigious Asialink Leaders Program and holds a Master of International Relations with Honours from La Trobe University.

With her extensive background in cross-cultural education and international partnerships, Emeline continues to foster meaningful connections and educational opportunities across the Asia-Pacific region.

Should the voting age be lowered, and what role should schools play in civic education?

Schools play a vital role in shaping future citizens. But do they really equip students to participate in democracy, engage in social issues, and take action in their communities? What are some great examples of student-led civic engagement? Should schools do more to encourage political literacy and activism? How can schools prepare students to be active citizens?

These sessions are designed to be participant-led, meaning the conversation will evolve based on the interests, experiences, and ideas of those in the room. Facilitators will let the discussion flow organically and only refer to the prompts if needed to spark new ideas or refocus the conversation. 

In recent years, there has been a significant shift towards amplifying student voice in the New South Wales (NSW) education system. Traditionally, students were passive recipients of educational policies, but now there is a growing emphasis on involving students in decisions that impact their learning and school environments. This change has been driven by the recognition that students possess valuable insights into their own educational experiences. The Minister’s Student Council (DOVES) plays a vital role in this movement by providing a formal platform for students to voice their concerns, influence policy, and contribute to shaping the future of education in NSW.

The Emergence of Student Voice in NSW Education

Student voice refers to the active involvement of students in decision-making processes within schools and educational systems. In NSW, this concept has gained momentum as policymakers and school leaders recognise the importance of including students in discussions about curriculum, school culture, and student welfare. Including student voice helps ensure that the education system remains responsive to students' needs and fosters a sense of ownership among young people regarding their education.

The Role and Impact of the Minister's Student Council (DOVES)

The Minister’s Student Council (DOVES) is a key initiative that supports the rise of student voice in NSW. The council serves as a representative body for students across the state, offering them a platform to engage with policymakers, educators, and school leaders. Through this body, students advocate for changes that align with their needs and concerns, ensuring their perspectives are included in educational decision making.

1. Advocacy for Student Interests: The Minister’s Student Council (DOVES) provides students with the opportunity to raise issues that impact their daily lives, such as mental health support, vaping, bullying, curriculum changes, and inclusivity. By voicing these concerns to education leaders, the council ensures that student interests are considered in policy development.

2. Empowerment and Leadership Opportunities: The council allows students to take on leadership roles, helping them develop skills such as public speaking, decision-making, and collaboration. These experiences foster confidence and empower students to engage in school and community development.

3. Shaping Educational Policy: The council influences educational policies by gathering feedback from students and presenting it to decision-makers. This process has led to changes such as improved mental health programs, student-centred learning approaches, and other reforms that better meet student needs.

4. Promoting Inclusivity and Diversity: The council advocates for more inclusive and diverse school environments. By raising awareness about marginalized student groups, DOVES has contributed to making schools more accessible and supportive for all students, regardless of their background.

5. Fostering Communication Between Students and Educators: DOVES acts as a bridge between students and the Deputy Premier and Minister for Education and Early Learning The Hon Prue Car, ensuring that student concerns are communicated and addressed. This open communication strengthens the relationship between students and educators, creating a more collaborative environment.

6. Enhancing Student Engagement: By giving students a platform to express their views, the council encourages greater engagement in school activities and decision-making processes. When students feel heard, they are more likely to invest in their educational experience, leading to stronger school communities.

Conclusion

The rise of student voice in the NSW education system, exemplified by the Minister’s Student Council (DOVES), marks a transformative shift in how education is approached. By empowering students to lead, advocate, and participate in decision-making, I have managed the council for 4 years developing the strategy to gain momentum in student voice in the public education system. DOVES ensures that student perspectives are not only heard but also respected in shaping the educational landscape. This initiative has fostered a more inclusive, responsive, and dynamic educational environment in NSW, benefiting students and schools alike.

The uneven ways in which climate change is taught (or not) within schools, and the uneven opportunities for students to experience action-oriented climate justice education, are curricular injustices. Recent systematic reviews of the Climate Change Education literature note a depoliticising tendency in climate change education, with official curriculum documents rarely engaging with issues of justice. This previous research raises questions of how young people involved in climate advocacy narrate their experiences of learning about climate change and justice in and beyond mainstream schooling. This research paper, co-authored with four Research Associates who are also climate justice advocates, explores young people’s stories of learning (or not) about climate change and climate justice in school and social movement spaces. These accounts were shared during formal research conversations with 61 people and written in 59 survey responses: all participants identified as involved in youth-led climate justice networks across Australia. We draw on the concept of curricular justice to analyse the inequitable distribution of opportunities to experience justice-oriented approaches to climate change for young people in Australian schools. Many of these young people describe turning beyond mainstream schooling to experience critical, collective and creative forms of climate justice education that bring climate change into direct connection with social justice. We argue that listening to young climate justice advocates’ accounts of their schooling experiences offers valuable insights about the current conditions for learning and acting on climate change in schools. These insights can productively inform the development of justice-oriented modes of climate change education.

Dr Eve Mayes

Eve Mayes is a Senior Research Fellow and Senior Lecturer in Pedagogy and Curriculum. She currently lives and works on unceded Wadawurrung Country. Her publications and research interests are in the areas of student voice and activism, climate justice education, affective methodologies and participatory research. Eve is currently working on the ARC DECRA project: Striking Voices: Australian school-aged climate justice activism (2022-2025). She has ten years of experience as an English and English as an Additional Language Teacher in government secondary schools in Australia.

Imogen O'Shannesy and Thomas Maguire-Nguyen, two young people and students, present an engaging, in-depth presentation/workshop based upon lived experience of students and how they can effectively represent themselves to decisionmakers and policymakers.
Throughout this experience, Imogen will share her experiences of Advocacy and how she has carved herself a place within the diatribe on quesitons around sexuality, young people's place in society, inclusive education, and the limitations placed upon students.
Thomas will discuss youth engagement, importance of civics in the growth of empowered students, as well as other ways that students can organically engage with politics, with case studies of succesful student voice expression.
This will also include a plethora of resources that students and educators can utilize to drive student involvement in decisionmaking, enabling the next generation of leaders to emerge with a strong and empowered voice.

Thomas Maguire-Nguyen

As a passionate community leader, Thomas founded Per Vocem Vita, an organisation with over 90 volunteers aged 15-19, that offers free public speaking and debating workshops to primary schoolers across Melbourne, where he experiences firsthand the power that students have in their communities. As the youngest ever elected chair of the Monash Youth Committee, Thomas represents the more than 50,000 young people in the City of Monash aged from 12-25 to council. Additionally, he has also worked with Victorian MP Matt Fregon to formulate youth policy. He is currently finishing year 11 and moving into year 12.

Imogen O’Shannessy

Imogen is a 17-year-old passionate Victorian youth and student advocate in various aspects of youth participation and inclusion. Some of her personal focus areas include:

-Improving the youth justice system in Australia
-Increasing LGBTQIA+ acceptance in the community and education sector
-Senior secondary education reforms
-Ending gender-based violence
-Inclusive sex and consent education in schools

Currently, she is a VicSRC Student Executive Advisory Committee Member, and serves as the Ambassadors Liaison for the committee. Imogen was also previously a panelist for the Senior Secondary Pathways Student Advisory Panel with VicSRC, along with being an Ambassador in October 2024. Outside of VicSRC, she was apart of Y Geelong's Victorian Youth Parliament team in 2024, and is returning to the program on the City of Greater Geelong team for 2025. She’s an inaugural Board Member for Young Voices Victoria, and volunteers for Run For It.

Alongside this, Imogen is heavily involved in her local community through the City of Greater Geelong. She was most recently apart of the city’s Rainbow Youth Advisory Group for two years, currently a member of their Youth Hub Reference Group and the FReeZA Committee, and was previously a member of the Geelong Youth Council in 2022.

She regularly attends youth consultations with various organisations where she can, and hopes to continue doing so until she turns 25. Her future aspirations are to study Youth Work and Criminal Justice, and work in the youth work sector.

Student voice is seen by many as a desirable inclusion in schools, seeking the voice of students to gather feedback on school climate or initiatives. However, occasionally seeking the voices of students does not suggest a true partnership with students. To truly connect and empower students we need to move beyond sharing ideas to sharing responsibility and working together to create, cultivate and collaborate to achieve our shared goals. Beginning with a shared definition of voice, the school voice process looks at how teachers listen to, learn from and lead with students on a daily basis to share responsibility for teaching and learning. Empowering students means giving them the tools and opportunities to take charge of their learning journey. This empowerment can lead to increased confidence, independence, and a lifelong love of learning. This presentation introduces the School Voice Process, a deliberate process of connecting teachers and students as partners in the daily teaching and learning cycle. Participants will learn how schools have deliberately integrated the School Voice Process to build respect and trust between students and teachers. By implementing and sustaining explicit strategies across the school, they have created a sustainable climate of a collaborative community.

The School Voice Process involves:

• Creating Safe Spaces: Establishing an environment where students feel safe to express their opinions and ideas without fear of judgment or repercussions.

• Recognising and respecting the diverse backgrounds and experiences of students, ensuring that their voices are heard and valued.

• Making deliberate pedagogical decisions to activate student voices within the teaching and learning cycle to ensure student voice is not just a token, an add on or a survey.

• Working with students to set goals, ensuring that they have a say in what they want to achieve and how they plan to get there.

• Learning from students about what is and isn’t supportive of their learning and wellbeing. Using iterative cycles of data analysis and problem solving with students.

• Building student capabilities and confidence to accept responsibility to lead their own learning.

• Reflective Practices: Encourage students to reflect on their learning experiences, helping them to identify their strengths, areas for improvement, and future goals.

In a rapidly evolving world where leading your own learning is a vital mindset and skill, the School Voice Process creates a culture of authentic partnership between students and teachers. Every student has a voice, but teachers must authentically seek to activate each voice as a vital partner in daily practice. This presentation will invite participants to think critically about how they partner with students to inspire and create learning and the role of students in the teaching and learning cycle.

Student voice and agency is not something given to students but is activated by a genuine desire to partner with and empower every student. By connecting with students, sharing responsibilities, and empowering them to co-create their educational experiences, we can foster a culture of mutual respect, trust, and excellence.

Sue Bryen

Sue Bryen is passionate about learning and equity of access to high quality learning. She has been a teacher, instructional leader and principal, and has over 30 years experience as an educator in both the UK and Australia. Working in a variety of schools from large urban schools to small rural schools, Sue chose to spend the majority of her career in rural and regional areas and schools serving disadvantaged populations. In 2017 Sue moved into the field of professional learning, working with hundreds of school teams across Australia, translating research-informed practice into contextually relevant processes and actions. Her role at the Quaglia Institute as Director of Learning Services–Australia provides Sue with the opportunity to design and present professional learning which enhances student and teacher voice across schools and systems throughout Australia.

Sue spends her free time walking, reading and enjoying the outdoor environment with friends and her dog.

The Youth Voice Project is an initiative designed to empower youth to use their voices to create positive change in their community. Developed by Firefly Bay & Basin – Uniting in collaboration with Vincentia High School, Youth Insearch, Western Sydney University and Community Minded Kids, the project engages with young people in the Bay & Basin region, NSW to build their skills to become peer researchers and create, co-design and implement impactful community projects.

Aligned with the conference themes of Connect, Share, Empower, and the subthemes of Active Citizenship and Governance & Decision-Making, the Youth Voice Project fosters student agency, advocacy and leadership. Firefly Bay & Basin collaborate with Vincentia High School to select a team of students to participate in workshops to develop their skills in research, co-design, leadership, advocacy and community engagement. The project empowers them to participate in decision making, governance structures and contribute meaningfully to their communities.

The first Youth Voice Project was delivered at Vincentia High School during 2023-24. Through trainings facilitated by Firefly and Western Sydney University in 2023, students developed research skills, enabling them to become peer researchers exploring local youth experiences and interactions with services. The findings from this research were compiled into the Youth Voice Roadmap, a resource available for community organisations and service providers, aiding tailoring initiatives to meet the needs of local youth.

Beyond research, the project fosters leadership by supporting participants in developing and pitching community-focused initiatives. With training from Firefly, students refined their ideas and presented four project ideas to key stakeholders. In 2024, all four projects received NSW Government funding, allowing participants to co-design and implement their ideas alongside Firefly and the community.

This holistic approach to youth participation fosters both personal and professional growth, preparing students to become changemakers in their communities.

This presentation will share insights from the Youth Voice Project, highlighting the power of youth-led research and participatory action and showcasing the four projects that were delivered in 2024. We will also share our vision for 2025. Attendees will gain an understanding of effective youth engagement strategies, the significance of co-designing initiatives with young people, and the broader implications of empowering youth as leaders in their communities.

Natasha Busbridge

Tash is Firefly’s Community Impact Strategy Coordinator, that’s a bit of a mouthful! But what that means is she looks after the everyday running of Firefly in the Bay and Basin community. Her focus is making sure we have youth at the centre of everything we do.

When she’s not looking for awesome partnerships with organisations and community to create great stuff to support local young people, you can find her at the beach or watching Doctor Who. Tash has been working with regional communities for over 5 years and brings stakeholder engagement, strategy planning and communications management to this role. She is Working with Children Checked and has been delivering youth focused initiatives and activations for over 3 years.

She is excited by the possibilities in learning more from the young people of Bay and Basin and working in collaboration with likeminded people.

Christine McInerney-Percy

Christine is our on-the-ground Community Connector here at Firefly. Having lived and worked in Sanctuary Point and the wider Bay and Basin community for over ten years, she brings local knowledge and strong connections to local youth and families to the role. Having a background in Business and Early Childhood Education, Christine is continuously interested in making a positive difference for families and young people in our community, not matter their age!

Not one to shy away from hard work like flipping a snag at a community BBQ, when she’s not talking and listening to people in the community and working with youth at a grassroots level, you can find her getting dumped at Nelsons Beach while she volunteers at Nippers or welcoming people as part of the local Red Cross Evacuation team.

She has a current Working with Children’s Check and an extensive background in developing youth focused programs. Supporting the community where she lives is important to her, she looks forward to further developing her skills in youth engagement and communications.

Democracy offers pathways to decolonisation, representation, accountability, transparency, individual rights, peaceful conflict resolution, social equity and justice, and adaptability, among others. Most of the world population lives in ‘democracies’, but they range from full to flawed and hybrid democracies, and around 36% live under authoritarian regimes. These figures are concerning, particularly as, in recent years, we have seen an increase in the election of governments and the emergence of fringe groups for whom equality and the rule of law are not priorities. Within this context, immediate and long-term strategies to strengthen democracies are required. This study explores one such strategy in education.

Democratic schools enable students to control their personal study plans, run the school with other school stakeholders, and have a voice in all school issues via deliberation and voting. Most schools within Australia fall into the Mainstream school category, which is defined by the absence of these features. Prior research describing the experiences of democratic students exists, but this study compares democratic and mainstream schools in the context of their democratic potential; an area which has yet to be extensively explored.

To answer the key research question, what key similarities and differences emerge between democratic and mainstream schools from the analysis of their policy documents and website content? I analysed data from mainstream and democratic schools (n=4) in Australia using qualitative content and thematic analysis methods. Six themes describing similarities and differences between the two school types vis-à-vis the schools’ salient features as well as beliefs that underpin them were identified. Notable were the stark differences in the conceptualisation of community, schools’ beliefs about students, and students’ voices. Unsurprisingly, students’ voices emerged as a key area of difference, but it was remarkable to discover the ways community conceptualisation and schools’ beliefs about students lead to the structures supporting students’ voices. The interrelated impacts of these three themes on other aspects of schooling are also meaningful. To summarise, a community of equals, with enabling beliefs about students, emerged as necessary for students’ voices and strong democracies to flourish in schools.

My research suggests that these themes are transferable across school systems and can help create authentic democracies in schools and, over time, can influence how democracies function.

Dr. Neha Singh

Dr Neha Singh is an academic at the University of Melbourne’s Faculty of Education. She specialises in interdisciplinary research with mixed methods, focusing on democracy, well-being, comparative education, and psychometrics. She is also a certified mental health first aider and brings a trauma-informed lens to teaching. She has an MA in Education from University College London and has worked for several years as a teacher, teacher-trainer, curriculum specialist, and researcher in different contexts.