Abstract: ABSTRACT: This article presents the results of a study carried out in nine schools in Cantabria (Spain) over a five-year period under the Student Voice philosophy. Experiences are described in early childhood and primary and secondary education, as well as in ?second chance contexts?. The study has been carried out within a qualitative-collaborative framework using ethnographic data collection techniques (semi-structured interviews, participant observations and images). The analysis was conducted using a system of categories and codes compiled according to inductive and deductive processes with the MAXQDA qualitative analysis program. Specifically, the Student Consultation Phase carried out in all the schools is analysed in order to ensure that all students participate and are heard, including those who have tended to have greater difficulties or less presence in school. A review is carried out of the consultation strategies used, the means of communication (languages) and the issues that have been the focus of dialogue and improvements: curricular developments, coexistence, the design of spaces and classroom management. We conclude that reflection on curricular matters tends to be scarce, and that adults still have a significant presence in the management of the dialogue process, which needs to be directed more by children and young people.

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