Peer-reviewed article
Seen and not heard: Students’ uses and experiences of silence in school relationships at a secondary school
Amy Hanna ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This peer-reviewed qualitative study examines how silence functions in relationships between teachers and students at a UK secondary school. Through interviews and conceptual discussions, the researcher explores silence as a phenomenon related to power dynamics. The study frames silence not as a weakness but as having multiple functions in school relationships. However, this work focuses on general school dynamics and communication patterns rather than child well-being outcomes.
Key points
- Silence in student-teacher relationships involves two conceptions of power: respect and dignity
- Qualitative study based on 33 interviews and 9 conceptual discussions
- Silence is presented as creating spaces where power works unobtrusively
- Study conducted in a UK secondary school
Limitations
This study examines communication dynamics and power in schools but does not address measurable outcomes for child well-being, health, safety, or development. It does not evaluate whether any intervention improves children's lives.
Abstract
Silence is traditionally understood as a power deficit; yet, it creates spaces in which power works unobtrusively. In this article, I report the findings of a qualitative study examining silence in school relationships. Based on nine conceptual discussions and 33 interviews with teachers and students in a secondary school in the UK, I assert that uses of silence in relationships between students and teachers revolve around two conceptions of power: a stronghold of respect and a refuge for dignity.