Advocacy groups, associations, NGOs, civil society and major international organisations are important actors in raising awareness of the rights and needs of some overlooked groups of children, young people and adults. Several of these organisations have funded or undertaken substantial research on these issues and have produced a wide range of accessible and practical resources in relation to voices and participation. Some of these may be adapted for use in the context of inclusive education policy-making.

Policy-makers have a responsibility, not only to facilitate opportunities for more active participation at all education system levels, but also to build learners’ and families’ capacity to be able to participate. Policy-makers must provide learners and families with the appropriate support to develop knowledge, skills and understanding on how to participate actively. Policy-makers also need to access opportunities to understand how to set up a safe environment, listen responsibly and interpret the views expressed.

Learners and families are diverse, living in a wide range of circumstances and environments. Therefore, a range of approaches and resources should be available to ensure that their meaningful participation is equitable and possible at every stage of the education system. Modern ICT offers great potential for significant change in the ways diverse voices may be heard in education. Policy-makers can use different models as a basis for designing participation at all stages of policy and practice, with points for reflection and discussion, as well as practical considerations and guidance.

When including the voices of learners and their families in educational decision-making, it is essential not to make assumptions about people who seem to belong to one ‘group’. Although focusing on the voices of one marginalised group may be necessary, it is also important to consider that a group of learners or families who share a characteristic or ‘label’ may still have different experiences and views they wish to convey. Thus, policy-makers must consider the multiple identities and contexts of learners and families and how these intersect and have an impact on views and opinions.

Policy-makers are encouraged to work collaboratively with professionals in schools and from communities to identify and enable the voices of those in diverse marginalised groups to be heard and included. They should also recognise the interdependence between young people and adults and acknowledge the important role families play in developing and affirming learners’ voices in educational matters.