The influence of student voice on teacher professional learning: A systematic literature review

Abstract Student voice has the potential to prompt changes in teaching and foster teacher development; however, it is underutilised in teacher professional learning. Research on its impact is emerging, and a systematic review is needed to identify trends and themes. This review investigates current trends and themes in the influence of student voice on teacher learning from 2012 to 2023 within K‐12 education. Analysis of 19 empirical papers revealed irregular patterns of publications, a predominant emphasis on secondary education, and qualitative methodologies. Participatory research designs emerged as practical approaches, engaging teachers in inquiry processes and collaboration. Student feedback led to a transformative process for many teachers, prompting them to reflect and change their practice. Supportive school structures and leadership are emphasised for embedding student feedback in classrooms, engaging teachers and students in collaboration, and overcoming obstacles. This review demonstrated that when student voice is valued and acted upon, it can stimulate teacher development. A proposed model for teacher development incorporating student voice consists of three interconnected levels—school leadership support, collaborative practice and learning outcomes—ultimately contributing to overall school improvement. Recommendations for future research are discussed.