A Heuristic Inquiry exploring the experience of Inclusive Student Voice for students with diverse learning needs in Higher Education

Higher Education institutions within the United Kingdom endeavour to gather the student voice using a variety of partnership and non-partnership approaches, such as surveys, student representatives, and student co-creation projects, to improve Higher Education practice. However, challenges can arise when including diverse learners, particularly in relation to power and hierarchy. Using heuristic inquiry, this research explores and conceptualises an approach for inclusive student voice, as without voice, there is no inclusion of diverse students. A strategy is proposed by utilising the researcher’s own past experiences of voice in various educational institutions and by using introspection to guide the exploration of literature. The research involved an analysis of 14 individual conversational interviews with nine co-researchers, who shared their experiences of student voice in Higher Education. Their expertise is used to conceptualise an inclusive student voice approach in Higher Education.
The findings of this research elicited five key themes: these are: (1) Establishing a trauma-informed safe-space to regulate emotions, (2) implement trauma-informed practice to remove judgement, (3) embracing understanding and representation to enable authentic interaction, (4) removing fear by humanising those in positions of power and, (5) providing an environment to enable choice and autonomy. These themes illuminate the diverse needs of learners and students’ experiences in using their voice, particularly in relation to the challenges experienced in childhood. It was found that co-researchers would use silence to mask their voice as a coping mechanism. Co-researchers expressed the desire to cease masking their voice through undertaking individuation healing to become more self-authored and authentic within student voice approaches. To achieve this, co-researchers further desired a safe environment in which their tutors utilised person-centred approaches within Trauma-informed Higher Education institutions. The findings also suggested that all stakeholders could utilise the new Universal Design for Learning framework within their practice to improve inclusive practice for all students. This research also yielded unanticipated transformational findings for me, particularly regarding my own healing and finding my voice.
Implications for Higher Education include the opportunity to become a safe space where diverse students can learn, heal, and self-develop. However, practicalities regarding funding, training, and tutors' time capacity may present a challenge in the current economic climate. However, if Higher Education institutions continue to widen access to diverse students, then the inclusion of students' voices is a moral duty that needs to take priority.