Reframing student voice and participation in the UK education system for socially just career work

Natalie Freeman

doi:10.20856/jnicec.5606

Authors

Natalie Freeman University of East Anglia

DOI:

https://doi.org/10.20856/jnicec.5606

Keywords:

student voice, career education, student participation, social justice, United Kingdom

Abstract

This integrative review explores the extent to which student voice and participatory practices in UK education reflect genuine power-sharing, and their potential application to socially just career education, information, advice and guidance (CEIAG). Twelve sources were synthesised using Braun and Clarke’s reflexive thematic analysis method, generating four key themes: structural constraints, psychological safety, agency and representation, and the potential for citizen power. Findings highlight tensions between participatory rhetoric and practice, and propose an original conceptual model combining Arnstein’s Ladder, ethical pragmatism, and participatory action research. The review concludes that future inclusive CEIAG practice must embed student co-design to avoid reinforcing inequality.

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