This week is national Children’s Mental Health Week with a focus on pupil voice. Children and young people are not simply passive recipients of education and care. They are active participants in their own lives, and their voices deserve to be heard. This is especially true when it comes to their mental health, which plays a crucial role in their overall well-being and academic success. 

As part of our DFE-assured Senior Mental Health Leaders programme, we introduce the “Ladder of Participation”, a framework developed by Roger Hart, and examine how it can be used to empower pupils and create a school environment that fosters positive mental health.

Understanding the Ladder: 

The Ladder of Participation visualises eight levels of children’s involvement, ranging from tokenism (being informed but having no real say) to child-led initiatives (taking full ownership and decision making). Each rung represents a higher degree of agency and influence.

(Hart, 2011)

Connecting The Participation Ladder to Mental Health: 

Research suggests a strong link between pupil participation and positive mental health outcomes.  When children feel involved, heard, and valued, they experience: 

• Increased self-esteem and confidence: being able to contribute and see their ideas implemented fosters a sense of belonging and empowers them to believe in their ability to make a difference.
• Enhanced emotional well-being: feeling listened to and respected reduces stress and anxiety, creating a safer and more supportive learning environment.
• Development of essential life skills: participating in decision-making processes cultivates communication, collaboration, and problem-solving skills, key for navigating life’s challenges.

Putting the Ladder into Practice: Where would your school currently sit on the ladder? Does the rung change depending on the aspect or agenda?

If we are committed to improving pupil voice, considering the ladder and creating greater opportunities for participation is essential. We can do this by:

• Creating opportunities for student voice: establish pupil councils, conduct regular surveys, suggestion boxes, school ‘parliaments’ and open forums for discussion. 
• Empowering students to make choices: involve them in decisions about classroom rules, activities, and even school policies. These can be small decisions up to larger scale ones. 
• Developing psychological safety: develop a culture of open and honest conversations, where students feel free to express their opinions without fear of judgement, embarrassment or reprise. This is a long-term cultural change but worth the effort! 
• Supporting student-led initiatives: encourage students to organise events, fundraise for causes they care about, or lead peer support groups. Take part in national awareness events that students will care about.
• Providing training and resources: equip teachers and staff with the knowledge and skills needed to effectively facilitate meaningful student participation. Train students to be ambassadors, councillors, leaders (etc) so they have the knowledge and skills to be effective in their roles. This will also support wellbeing by learning new things!

Implementing the Ladder is an ongoing process that requires commitment and flexibility. By incorporating its principles into school culture we can create a space where pupils feel empowered, heard and valued – a space where their mental health flourishes alongside their academic development. 

About the author Kerry Hill (Director of School Improvement). Kerry has a Masters in Mental Health Leadership in Schools and has articles on mental health in education published nationally and internationally.