Answer extracted from the Education: Joining the Dots podcast — listen to the full episode below.
What do pupils think about increased time for talk in schools, and what does pupil voice reveal?
Students are increasingly recognizing talking with classmates as a valuable learning tool, with a recent secondary school survey showing a significant rise in this perception. Pupil voice data from primary schools reveals that children genuinely value being heard and listened to, and they report understanding that their contributions matter when they communicate effectively across different contexts.
The shift in how students view dialogue as a learning mechanism is striking. A recent survey at a secondary school documented a huge increase in students who value talking with classmates as a core part of their learning process—a sharp departure from earlier attitudes where speaking was often seen as a distraction or disruption to formal instruction.
When children are given genuine space to communicate, they respond by recognizing its value. As Rachel Simons explains in the episode, pupil voice from primary schools shows that pupils really and genuinely value being heard and listened to, and they develop awareness that their words have real weight and purpose within the school community.
One notable finding reinforces this: primary pupils consistently report that being heard and listened to comes directly from developing communication skills across different situations. When they practise speaking in varied contexts—from structured lessons to peer discussions to presentations—they internalize the connection between articulate expression and being respected as thinkers and contributors.
"If young people struggle to communicate effectively, many will communicate in other ways, often through challenging behaviour."
Rachel Simons — Reading Lead and Primary English Lead at Cabot Learning Federation, a large trust of 35 settings across the southwest of England. Rachel works as part of the school improvement team, supporting all schools' adults and learners across primary, secondary, post-16, alternative and specialist provision for children aged two to 19.
This insight connects directly to pupil perspective: when voice is encouraged and valued, students not only change their view of speaking—they also demonstrate improved behaviour and engagement. The episode explores in depth how oracy strategies have transformed attendance and behaviour metrics across entire school networks, driven by the same principle that pupils respond when they feel genuinely heard.
The importance of authentic listening
Pupil voice research consistently shows that authenticity matters more than mere opportunity to speak. Simply giving children talk time is not enough; they must sense that what they say genuinely influences thinking and decision-making, not just fills a slot in the lesson plan.
Primary pupils have been explicit about this need. When schools create conditions where communication is practiced intentionally across multiple situations—not confined to one type of interaction—pupils report feeling more confident and more valued. This confidence then transfers beyond the classroom.
Why this shifts student perception
The increase in student recognition of talking as a learning tool reflects a fundamental psychological shift. When pupils experience real consequences for clear expression—better grades, stronger peer relationships, inclusion in decision-making—they begin to view oracy not as a classroom activity but as a life skill with tangible returns.
Research within school trusts engaged in structured oracy work—detailed further in this podcast discussion—shows that student attitudes harden into conviction over time, especially when they see peers and younger students benefit from stronger communication skills.
See also
How do schools in the trust identify speech and language or oracy needs across different age groups?
Identification of speech and language issues early is absolutely key. Schools are aligning assessment procedures to support inclusive excellence across all age ranges, ensuring no child falls through the gap.
What impact has oracy development had on behaviour and attendance in schools across the trust?
One school that has gone from struggling to thriving credits oracy development with being transformative, with behaviour dramatically improving and attendance rising as a direct result of students feeling heard.
How does Cabot Learning Federation ensure that oracy development is effective across the entire age range from three to 19?
Equity through education is woven through everything they do with an intentional curriculum beyond the national curriculum. Every child has the right to develop strong communication skills from early years through to post-16.
Key takeaways
- Secondary school surveys show a marked increase in students valuing peer conversation as a learning mechanism, signalling a cultural shift in how young people view dialogue.
- Pupil voice data confirms that children place high value on being genuinely heard and listened to, and they recognize the connection between clear communication and respect.
- When pupils practise speaking across varied contexts, they internalize the value of articulate expression and develop stronger engagement with their learning.
- Authentic listening—where student contributions truly matter—drives both improved attitudes toward oracy and measurable changes in behaviour and attendance.