The Hidden Curriculum of Student Voice


Student voice teaches students and adults. If you agree with that idea, then you’ll want to learn about the hidden curriculum of student voice.

Tucked into the heart of this is the understanding of the hidden curriculum of schools. The hidden curriculum of schools shows us that there are the things we teach on purpose, and then there are the things we teach inadvertently, accidentally, by coincidence, or simply without stating what our intentions are. Things like having seats in rows and students raise hands are part of the hidden curriculum; deeper though are things like teaching about wealthy, Anglo-centric males in history to low-income girls from communities of color. This can teach these students that the contributions of poor people, brown and black people, women, and their communities are lesser than those of wealthy white men. In turn, this can teach inferiority and reinforce oppression throughout society. These types lessons are part of the hidden curriculum of schools, teaching students lessons explicitly acknowledging they are teaching students lessons. The hidden curriculum is part of all curricular areas and every teaching methodology.

Student council, student leadership classes, and other student programs do similar things.

In the case of student voice, schools actively teach students to hide, hold, and change their voices according to the expectations of adults. We do that through a variety of subtle and overt mechanisms that stifle, suffocate, mimic and manipulate students. These include honor roles, attendance, rules, and punishments that are all among the many overt ways we pummel the natural and innate desire of young people to learn. Other examples include having middle class teachers in low-income communities; segregating young students from adult learners during formal learning activities; and using grades and test scores to dictate success. Still other examples include teaching some students, but not most, about student voice; to engage a few students in powerful roles not traditionally for students; or excusing the “right” students to go to the school district offices while leaving every other student behind. All of this has the cumulative effect of changing student voice, or stopping it all together.

Among many lessons, these practices teach students:

  • Their authentic voices are bad and that adults must approve of what they are saying;
  • “Learning” must be hard and doesn’t require student desire or feedback;
  • In order for learning and student voice to be valid, it must be accepted by adults.
  • Above all, students must seek adult approval for all “valid” forms of student voice


If a student does not follow these lessons, they are punished with punitive, coercive and largely arbitrary judgments and actions bestowed upon them by omnipotent adults. Censure, suspension and expulsion await student voice that does not conform.

All of this teaches students to hide, hold, and change student voice in schools. There are a lot more subtle gestures, but this is meant to kind of introduce the notion of the hidden curriculum that informs student voice practices.

Published by Adam F.C. Fletcher

I'm a speaker and writer who researches, writes and shares about youth, education, and history. Learn more about me at

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