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.

What role does AI play in education, particularly in relation to student voice and agency? 

AI is already being used in education for personalised learning, assessment, and automation of tasks. Should AI be a tool that supports teachers, or could it one day replace some aspects of teaching? What are the ethical concerns around AI in education? How do we ensure AI benefits all students equally and doesn’t widen existing inequalities? 

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. 

How does the design of learning environments impact education? 

Most classrooms still follow a traditional design with desks facing a teacher at the front. How does the physical space of a school shape learning experiences? What are some innovative approaches to classroom and school design? How can students have a say in designing learning spaces that work for them? 

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 the age of the internet and mobile phones, students have the power of attaining knowledge that fundamentally challenges the role of education systems, standardised curriculum and teachers. In my own teaching practice, within high schools, in my own tutoring model and at universities, I have persistently based my practice upon finding opportunities to hand over the learning to students, for students and with students. Within this workshop, I hope to share my practice and curriculum models that may offer counterpoints to the top-down, hierarchical structures that education systems and classrooms have historically depended upon and been shaped by. This workshop intends to be exploratory and discursive, based upon personally reflective praxis and small case studies of teaching, learning and curriculum design outside of institutional learning spaces for their potential to imagine different ways of empowering students.

My own student-led project model – combining the work of inquiry, problem-based and project-based learning into frameworks and cycles of learning that put the purpose of the learning in the hands of the students. As a high school teacher, often we are posed with critically challenging questions from students:

“Why are we learning this?”

“When am I going to ever use this information?”

“How is this relevant to my life?”

“I’m never going to need this information with where I want to be in my future.”

Through my own observations of different project-based, inquiry-based and problem-based programs, I experimented with refining and clarifying how these pedagogical approaches can be both better understood by students and their subtle differences clarified in the process. With these cycles, it offered students themselves to dictate what the purpose of their learning was – driven by their concerns or curiosities. Through these interests, students could learn critical thinking, digital and media literacy, metacognitive and communication skills that made their learning both meaningful and deeply relevant to their current and future lives (regardless of their interests or aspirations). In this workshop I hope to raise questions and offer solutions to the sticky world of untangling assessment, curriculum, knowledge, skills and student identities, motivations and aspirations.

Within these project cycles, and the potential questions they probe and power they provide students, we can consider their implications for policy and practice in ways that not only prepare students for their future, but are inherently inclusive, empowering and supportive. Arguably this workshop has the power to speak to all themes of the conference as it puts students as partners and leaders of their learning at its core.

The Coffee Conversations initiative exemplifies the Students as Partners (SaP) approach, fostering co-creation and equitable collaboration between students and educators. Grounded in bell hooks’ pedagogy of engaged learning and SaP literature, this initiative positions dialogue as central to fostering belonging and engagement (Cook-Sather, Bovill, & Felten, 2014). By disrupting traditional power hierarchies, it nurtures meaningful relationships that enhance student experiences and academic success. Aligned with principles of relationship-rich education (Felten & Lambert, 2020), Coffee Conversations creates a supportive academic culture in which students actively contribute to shaping their learning environments, reinforcing the importance of relational dynamics in education. In addition to strengthening engagement in the present, this initiative reflects a commitment to future-focused education by fostering adaptability, collaboration, and student agency—key competencies for navigating an evolving higher education landscape and workforce.
Coffee Conversations offers an informal yet purposeful space for dialogue between students and educators. Held weekly in a relaxed cafe setting, these 45-90 minutes sessions allow students to share their learning experiences in real time, over a cup of tea or coffee. Voluntarily initiated by teaching staff across Deakin University’s faculties, each session involves 3-6 students, fostering inclusivity and amplifying traditionally marginalized voices. This initiative enables immediate responsiveness to student needs, cultivating trust, mutual respect, and a stronger sense of belonging (Deeley & Bovill, 2017).
Data were collected using a collaborative self-study methodology. This presentation draws on three data sources: (i) individual critical friend discussions where participants engaged in reflective conversations about their experiences, (ii) weekly written reflections from all participants which provided insight into their evolving perspectives, and (iii) macro critical friend discussions which involved group dialogues to capture collective reflections. Data were analysed using Live Coding (Parameswaran, Ozawa-Kirk & Latendresse, 2019) and Constructive Grounded Theory (Charmaz, 2014), enabling an iterative and participant-driven understanding of impact.
Findings highlighted the significance of fostering authentic connections in relationship-rich education, the empowerment of students and staff through dialogue, the transformation of feedback from transactional to relational, and the cultivation of curiosity. This research demonstrates the transformative potential of Coffee Conversations in reimagining pedagogical relationships and enriching the higher education experience. Furthermore, by embedding dialogic practices within institutional structures, this initiative contributes to future-focused education by modelling participatory learning environments that prepare students to navigate complex social and professional landscapes.

Dr. Cassandra Iannucci

Dr. Cassandra Iannucci stands as a prominent academic at Deakin University, renowned for her extensive expertise in physical education teacher education, scholarship of teaching and learning, and the implementation of democratic practices within physical education. Her career is distinguished by a commitment to democratizing (higher) education and fostering Students as Partners initiatives, where she advocates for the amplification of student voice, agency, and engagement across the educational spectrum.

Cassandra’s research and teaching are deeply intertwined with principles of social justice, connection, and relationships. Her work explores the dynamics of learning environments, emphasizing the importance of inclusive practices that honour and elevate diverse student experiences. She focuses on enhancing social and emotional learning (SEL) capacities within physical education. By integrating SEL into her pedagogical frameworks, Cassandra aims to cultivate educational spaces that are not only intellectually stimulating but also emotionally supportive and socially equitable.

Through her innovative research, Cassandra Iannucci continues to inspire educators and students alike, driving forward a vision of education where connection, relationships, and social equity are at the forefront of academic and personal development.

Traditional student leadership structures often limit opportunities to senior students or specific year levels, titles and roles. In this presentation, I will explore and reflect on how the Student Empowerment Team at Sacred Heart College researched, designed, and implemented a new Student Leadership Structure that selects leaders based on skills, passions, and drive rather than age or title—better reflecting real-world leadership.
This innovative, student-driven model fosters a network model approach to leadership, where students across different year levels mentor, collaborate, and learn from one another, rather than being confined to hierarchical roles.
Throughout this informative and reflective session we will provide key insights from our five-year journey of implementing our skills-based, goal oriented leadership structure. We will share:
- How we designed and implemented the new model- shifting from traditional leadership roles to a flexible, student-driven framework.
- Barriers and challenges faced - and how we navigated resistance, logistical hurdles, and cultural shifts.
- Learnings, benefits, and successes - including the impact on student engagement, leadership development, and school culture.
-The role of student data - illustrating how student voice has informed decision-making, and agency.

With the implementation of our new structure, our student leaders have played a key role in shaping major school transitions and changes over the past 5 years , including implementing a vertical homeroom structure, a new daily timetable, and data-driven student advocacy initiatives.

This session will provide practical strategies for educators and school leaders looking to break away from traditional leadership models and create a more inclusive, skills-based, and student-driven leadership culture and is ideal for those wanting to foster greater collaboration, agency and voice within their school student leadership teams.

As a young person living and studying in South Australia, I have experienced the growing influence of artificial intelligence (AI) across multiple aspects of my education. The Department for Education has increasingly embraced a mindset that prioritises progress and process over final products—a shift that aligns closely with the evolving role of AI in learning environments.

This presentation proposes a workshop-style session that explores what AI truly is, how it is currently being used in schools by both students and teachers, and the broader implications of these changes. Drawing from emerging examples—such as EdChat in association with Microsoft—participants will critically examine the benefits and challenges of AI in education, and the fundamental digital and ethical skills students need to engage with AI responsibly.

Importantly, the session will also consider concerns held in various states and territories, and offer a constructive dialogue on how negative perceptions of AI can be reframed into opportunities for innovation, empowerment, and equitable access. While EdChat is still in its trial phase and formal representation from the Department is not currently possible, the workshop will create space for informed discussion, reflection, and forward-thinking.

This session is designed to be interactive, reflective, and action-oriented—supporting educators, students, and decision-makers to better understand and shape the future of AI in education.

Rhys Heinrich

Rhys is an enthusiastic student advocate, passionate about driving positive change within his community. With a strong focus on education and the challenges faced by regional and rural students, Rhys serves as a Head Prefect on his school’s leadership council and actively contributes to various youth groups and forums at both state/territory and national levels. Committed to empowering students, Rhys strives to ensure that regional and rural perspectives are heard, valued, and acted upon in decision-making spaces. Beyond advocacy, Rhys has a deep interest in history and conflicts, finding inspiration in understanding past events to shape a better future.

This session is supported by the Commissioner for Children and Young People (SA)

Redefining Education 

If you could redesign school from scratch, what would it look like? 

If we weren’t constrained by tradition, what radical changes would we make to education? How would we design a system that truly meets the needs of all students? What should schools focus on in the next 10-20 years to remain relevant and impactful? 

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. 

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.

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.

Student-Led Climate Action 

How can students drive meaningful action on climate change in schools and communities? 

Students are often at the forefront of climate activism, yet schools and institutions can be slow to respond. This session explores how students can lead real change, from advocating for sustainable school policies to engaging with local councils and national decision-makers. What are the biggest barriers to student-led climate action? How can schools better support student initiatives? What strategies have been successful in embedding sustainability into education? 

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. 

Are traditional exams and grades still relevant for today’s students?

Many argue that standardised tests and traditional grading systems do not fully reflect students’ skills and knowledge. What alternative models exist for assessing student learning? Should assessment be more about growth and progress than ranking students? How do we balance accountability with more student-centered approaches?

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 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.