Educators sustained the student voice and leadership tenet by incorporating student input and co-leadership into their ongoing roles¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Across all four pilots, participants reported that hearing and working directly with students fundamentally altered their orientation toward youth and shaped their subsequent practice. → Viki M. Young 2024

Evidence¶

Viki M. Young 2024¶

Viki M. Young, Ph.D. and Alexandra Merritt Johnson, Ph.D. (2024). Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices. Digital Promise, Center for Inclusive Innovation. https://digitalpromise.dspacedirect.org/items/94695da1-ad96-49e5-b461-b759d617ae25 doi:10.51388/20.500.12265/213

q2 · i? · qualitative · r2

Thematic coding of spring 2023 interviews and focus groups across the four pilots. The report states "multiple participants stressed the powerful impact that hearing students and working directly with students" had on their outlook, with examples including principals supporting student-led surveys and teachers soliciting student feedback on assignments.

"In each Inclusive Innovation pilot, multiple participants stressed the powerful impact that hearing students and working directly with students to understand and solve substantive education challenges had on their outlook."

Discussion¶

Related Claims¶

• Interviews after the Inclusive Innovation pilots identified multi-level buy-in, implementation iteration, embedding in existing systems, and demonstrating benefits as key lessons for sustaining district-community solutions — the general claim this finding bears on, with the studies behind it
• Including educator voice helps researchers understand educator, student, and system needs — related
• The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — a broader claim this one bears on
• District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes — related
• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related
• Student assessors led the pilot assessment of the Centering Students' Diverse Lived Experiences badge, shifting evaluation power toward student voice — related
• Eleven of 33 state guidance documents mention co-design or feedback loop structures, and 27 include student, teacher, parent, and community voices — related
• State community engagement requirements such as public hearings can often be satisfied without obtaining meaningful community input, and collecting feedback differs from proactively assessing community needs — related
• In Pilot District 4, student-led Small Writing Groups showed growing attendance and increased writing confidence among participating students, per Core Team reflections — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related