We describe outcomes from a small-scale feasibility study of the SpeakOut with Advocatr program intended to empower middle school students to make their voices heard, while simultaneously training school personnel in restorative approaches to promoting classrooms and schools where students feel comfortable speaking up. The study was conducted in a small rural middle school. We collected pre and post survey data from school staff and students, as well as interview data from the school administrator, counselor, and teachers who implemented the student curriculum. Results indicated some statistically non-significant changes in the desired direction on the staff survey, and few changes on the student survey. Student engagement appeared to decline from pre to post. Qualitative data provided strong support for the feasibility and continued use of the SpeakOut with Advocatr program. We provide recommendations for elevating student voice in the context of current literature and our study results.
Vincent et al. (2026) studied this question.