Student voice research in special and inclusive education is more than an academic pursuit; it is a call to action for reimagining education where students are active agents in shaping their schooling experiences. This commentary builds on the contributions of the papers in this special issue, which collectively highlight the importance of student voice in disrupting adultism, informing teacher practice, and challenging systemic inequities, particularly for multiply marginalized disabled students. We examine the methodological tensions and opportunities in student voice research, emphasizing the need for theoretically grounded conceptualizations of disabled student voice, contextualized and creative methodologies, and purpose-driven and relational research. Ultimately, we argue that student voice research is not just about listening to youth: it is about shifting historical power, a relational dynamic, and future-making work that turns to students as knowledgeable contributors to improving our educational system.
Gonzalez et al. (Thu,) studied this question.