Student voice, inclusion, and equity in Austrian educational research: A scoping review

This scoping review explores how “student voice” is conceptualized and applied within Austrian educational research from 2020 to 2025, with a particular focus on its connection to inclusion and equity. The scoping review examines studies conducted in primary and secondary schools in Austria. Despite increasing international recognition of student voice as a transformative element in democratic and inclusive education, the review reveals that its implementation in the Austrian context remains fragmented, inconsistently theorized, and often limited to tokenistic consultation. Out of 18 studies reviewed, only a minority explicitly employed the term “student voice” or articulated clear theoretical foundations. Participatory methodologies were rare, and few studies positioned students as co-researchers or co-creators of knowledge. The perspectives of marginalized student groups—such as those with disabilities, refugee or migrant backgrounds, or LGBTQ + identities—were largely absent or underexplored. This lack of intersectional focus represents a significant limitation in current research and risks perpetuating inequities in educational participation. The review also highlights a methodological gap, calling for more innovative, student-led, and context-sensitive approaches that move beyond consultation toward empowerment. The paper concludes by recommending future research that embraces intersectionality, expands participatory design, and critically engages with the systemic constraints that shape students’ opportunities to express and enact their voices.