The role of student board members and how to support them
BackThe key role of student board members
Student members play a vital role in the governance of colleges across the UK, often as a requirement underpinned by legislation. These individuals bring a crucial student voice to the heart of college decision-making. The role of a student board member is multifaceted. While often elected by their peers and ideally placed to represent student perspectives and concerns, they are also full members of the sixth form college corporation board.
This means they share collective responsibility for all board decisions and must act in the best interests of the college as a whole, functioning as charity trustees. This dual role can create challenges, requiring student members to balance their perspectives as students with their responsibilities as governors.
Student board members bring unique and essential skills, knowledge, and recent experience of learning to the board. Their insights into the student experience are invaluable for ensuring that colleges remain truly learner-centred.
Embedding the student voice
Ultimately, the goal is to move beyond tokenistic representation towards genuine collaboration and empowerment of student board members. This requires a conscious effort to structure board business in a way that foregrounds the student voice and fosters a culture where that voice is not just heard but actively shapes the strategic direction and decisions of the college.
By understanding their role and providing effective support, colleges can empower student board members to make a meaningful and lasting contribution to their governance.
What the research tells us
A recent ESRC project, 'Processes and practices of governing in colleges of further education in the UK,' spent three years observing the operation of college boards and interviewing board members and governance professionals, as well as reviewing the extensive literature on education governance. This included looking in detail at role of the student board member, and their briefing paper on the topic, together with a more extensive research article, contains very useful insight into the role of students on college boards.
While the research uncovered many positive approaches to the role and value of student board members, there were also some sceptical comments from other board members on the perceived value of having students on the board and on their ability to contribute effectively given that their terms of office are often short and they often lack experience of governance and strategy. The suggestion was made by some that the inclusion of student board members is paying 'lip service' to the need to hear the student voice in college governance. As with so many things, the value of having student board members can be as low or as high as boards and the people who run them want to make it. With a bit of effort, student board members can be supported to add enormous value to education governance. They are, after all, what our institutions exist for in the first place, and it would seem odd not give them a strong voice in how those institutions are run.
A genuine contribution
The inclusion of student members on boards is a huge opportunity to ensure that the governance of the college takes account of, and meets the needs of, the student body. For most board members, it will be many years since they last actively participated in formal education. The experience of being a student has changed enormously during the twenty-first century, with technological and social change and the impact of major disruptions to education such as the Covid pandemic. It is hard for most board members to put themselves in the place of today's students. It's also unnecessary, as we have student members to provide that perspective to their fellow board members.
Simon Varwell of the Highlands and Islands Student Association (HISA) has highlighted in his research the way in which students can be given control over their learning using Arnstein's Ladder of Engagement, and his conclusions are, I think, relevant to how we should view the role of student board members when he writes about the need to draw on 'students' expertise to ensure that they become not protesters against perceived mismanagement, but positive, constructive co-creators of decisions and agents of change in both their institutions and wider society'.
The different hats of student board members
In thinking about the ways in which student board members add value to the board's deliberations and decision-making, it helps to think about the different hats that they might wear during a meeting:
The witness:
"This is my experience"
The student board member can provide evidence from their own experience to support discussions, injecting a dose of realism into abstract strategic discussions.
The collective voice:
"This is what students are saying"
The student board member will bring a sense of the diversity of student experiences to the board, helping to provide context for what the impact of decisions might be.
The leader:
"This is my view as a student"
The student board member may or may not have another role as an officer of a student association (more common in FE colleges), but they will speak with the authority of someone who will be directly affected by any decision and who needs to be able to take responsibility for that decision when communicating with their fellow students.
The governor:
"As a student I believe this is right for the college"
The student board member brings a unique perspective to what the right decision for the college will be, and their view must be seen to carry equal weight with that of other board members if a decision is to be robust and defensible.
Thinking about the different hats a student board member might be wearing during a meeting helps us to begin to think about how we might support them to be as effective as possible in their role.
Effective support for student board members
Given their typically shorter tenure and potential lack of prior governance experience, it is crucial for colleges to provide robust support to enable student board members to contribute effectively. All board members, and the staff of the college, need to take collective responsibility for helping to support their student board members. This support should be ongoing and could include the following key actions:
- Comprehensive induction and handover:
A thorough induction programme covering governance basics and college-specific information is essential. Facilitating a handover from outgoing to incoming student members allows for the transfer of valuable knowledge and experience. - Mentorship and buddy system:
Appointing an experienced independent board member as a mentor or buddy can provide invaluable guidance and support throughout their term. - Pre-meeting briefings:
The governance professional should offer briefings ahead of each board and committee meeting to clarify key issues and discuss potential contributions. - Regular engagement with key leaders:
The chair and principal should schedule regular meetings with student board members to understand their views and those of the wider student body, ensuring briefings on key management issues are factual and unbiased. - Strategic agenda management:
The chair and governance professional should plan board agendas to ensure the student voice is heard on relevant items, ideally placing the student association report early in the meeting. They should also proactively encourage student members to contribute to discussions, calling on them early and potentially framing questions to facilitate their input. - Open and inclusive board culture:
The board should foster a culture where the student voice is welcomed, and concerns are heard in an open and non-defensive manner, encouraging constructive discussion. - Involvement in committees:
Providing opportunities for student governors to attend and contribute to all relevant board committees, even if not formal members, offers a broader understanding of college business. - Recognising expertise:
It's important to remember that students bring a diverse range of experiences and expertise that should be valued and utilised by the board. - Training and development:
Colleges should make student governors aware of available training and development opportunities.
It's worth emphasising that, although this paper highlights the value to the board and to the college of having students as board members, they will also gain valuable experience and skills as they carry out their role.
Understanding board business including financial, legal and human resources issues, contributing to discussions and public speaking, are some of the many areas in which they will be able to develop transferable skills for the future. This makes the point about providing training and support a vital aspect of their role.
Final thoughts
As we've said, in most cases it's a legal requirement for sixth form college corporations to have student members on their boards, and also to ensure that they play a full role alongside other board members. That being the case, it's incumbent on boards to ensure that they get the best possible value out of the presence of student members on the board. Their contribution should be cherished and encouraged as a key part of ensuring that the college meets the needs of the learners it exists to serve. To do anything else is to waste the time and expertise of young people who are giving their time to help their college be the best it can be, and who are gaining valuable experience and skills along the way. Our boards owe them thanks and support.
SFCA comment — 16-19 academies and student board members
Unlike their sixth form college corporation counterparts, there is no specific requirement for 16-19 academies to have a student board member. The school based context underpinning the academy governance model and policy on the age and 'categories' of trustees combines to make student board members less common in academy governance structures.
Studies show that very few school academies have formal structures for student participation in governance. Some academies may have student councils feeding into leadership, but not formal seats.
Examples include:
- Non-voting student advisors who sit on local governing bodies.
- Student panels that consult with the board regularly.
- Youth-led advisory groups reporting into the trust board.
Department for Education guidance doesn't require student board members or student local governors, but encourages academies to listen to the student voice.
What options are there for 16-19 academies who want to retain and formalise student governance?
Student local governors
The model articles of association for academies (as at April 2025) preclude students from becoming local governors. However, during the conversion from college corporation to academy you can agree a variation to the model to allow for student governors to participate as local governors. The solicitors acting on behalf of the college can request a suitable amendment to the model documents. If you are already an academy and operating with articles of association which preclude student involvement in the local governing body you will need to follow the process to amend your articles of association, including seeking approval from the Department for Education.
Student trustees
The model articles of association for academies (as at April 2025) do not permit students to be trustees of the academy board. We do not anticipate flexibility on this at the current time.
Please contact SFCA if you require support.
The impact of support in my role as a student governor
First impressions
Stepping into the role of a student governor was both exciting and intimidating. It was a unique opportunity to contribute to the governance of my institution, but it also came with a steep learning curve. At first, the sheer volume of documents, the formal meeting structures, and the presence of experienced board members felt overwhelming. However, having a highly supportive and knowledgeable clerk played a crucial role in easing this transition. Their guidance in understanding the procedural aspects of governance and the key responsibilities of my role gave me a solid foundation from the outset. The clerk's willingness to clarify jargon, explain processes, and ensure that I had access to relevant information made a significant difference in my initial experience. Rather than feeling lost, I felt welcomed and reassured that I had someone to turn to for support.
Developing understanding and confidence
As time progressed, my confidence as a student governor grew, mainly due to the structured support the clerk and senior staff members provided. One of the most valuable aspects of this support was the time commitment from senior staff members, who took the time to review important documents with me. Governance documents can be complex and filled with technical language; without proper guidance, their significance could have been lost on me. Discussing these documents in detail helped me grasp key issues, financial implications, and strategic decisions at the board level. With this deeper understanding, I could participate more meaningfully in discussions and contribute more effective perspectives representing the student body.
Additionally, getting to know the members of the board and senior staff on a more personal level played a significant role in building my confidence. Formal meetings can sometimes be intimidating, mainly when surrounded by individuals with extensive professional and governance experience. However, through informal conversations and networking opportunities, I developed a rapport with many. These relationships fostered an environment where I felt comfortable asking questions and voicing concerns. Knowing that my contributions were valued and that there was a genuine interest in hearing the student's perspectives made me feel empowered in my role.
What helped, what hindered
Several factors contributed to my effectiveness as a student governor. The most impactful was the support system, particularly the clerk's role. Their proactive approach to providing guidance, reminding me of key deadlines, and ensuring I had all necessary materials well before meetings was invaluable. Additionally, the accessibility and willingness of the clerk to provide context and explanations for governance documents played a crucial role in my learning process.
On the other hand, some challenges occasionally hindered my ability to engage in the role entirely. One of these was the complexity of some board discussions, which sometimes involved technical or financial matters requiring expertise beyond my experience. Without the assistance of the clerk and senior staff, it would have been much more challenging to keep up. Time constraints sometimes made balancing my responsibilities as a student governor with academic commitments challenging. However, the structured support I received helped to mitigate these difficulties and allowed me to manage my role more effectively.
Impact on the board and personal development
Having a well-supported student governor brings immense value to the board. With the proper guidance, I could provide insightful contributions that ensured student concerns and perspectives were considered in decision-making. The confidence I gained allowed me to challenge ideas, ask critical questions, and advocate for changes that directly impacted students.
On a personal level, my experience as a student governor has been transformative. The skills I developed — critical thinking, public speaking, and decision-making — will be valuable beyond this role. The ability to analyse complex information, articulate my thoughts effectively, and engage in discussions with senior professionals has enhanced my personal and professional growth. Moreover, the confidence I built in speaking up in high-level meetings has instilled a sense of self-assurance that I will carry forward into future leadership roles.
My experience has underscored the importance of structured support in governance roles, ensuring student voices are heard, respected, and acted upon.
Supporting 16-19 Governance
SFCA provides a year round programme of governance themed webinars, giving the opportunity for all board members, governance professionals and staff to attend live sessions on topics relevant to their role and participate in Q&A.
With expert insights across a range of themes the programme provides an essential and highly convenient opportunity for governor development that is tailored to 16-19 institutions.
All webinars are recorded and made available for on-demand viewing. Register here.
Governance professionals are supported by an online Hub and can connect with colleagues to share ideas, insights, challenges and opportunities. All members have access to our governance resources and chairs of governors have access to our Chair Hub.