This paper evaluates the conceptual and practical utility of a critical socio-legal perspective on Article 12 (UNCRC). Research by Lundy (2007: 933) defined imperatives necessary to assure compliance with the two key elements of Art.12: the right to express a view and the right to have the view given due weight. These were:

- Space: Children must be given the opportunity to express a view

- Voice: Children must be facilitated to express their views

- Audience: The view must be listened to 

• Influence: The view must be acted upon as appropriate. 

The model subsequently underpinned the theoretical/methodological framework for a two-phase (ESRC-funded) empirical project, Consulting Pupils on the Assessment of their Learning (CPAL) which consulted students on their experiences of assessment and learning in schools in Northern Ireland (NI).  Both project phases (CPAL1, 2005-2007 and CPAL2, 2011-2014) enshrined these principles of rights and participation. Students were co-researchers throughout, being assured opportunities for Space and Voice through eg capacity-building, advisory groups and image-based approaches when consulting about educational experiences; and Audience and Influence through active listening, and full engagement in imoact and dissemination activities. On the basis of evidence arising from CPAL 1 (Leitch et al 2007, 2008), students developed educational theory summarising their classroom experiences. A consensus of 10 Principles emergedabout what helps (and hinders) student learning and assessment. With a small number of exceptions, these were similar to research published by the UK's Assessment Reform Group (ARG: 2002) on what facilitates effective learning and assessment. Based on CPAL1, the pupil principles  provided guidance to the curriculum body (CCEA) in NI for its revised curriculum (2008).

Follow-on funding (CPAL2) has supported additional students-as-researchers (over 100 aged12-15 years) to participate in the wider, creative dissemination and impact of the 10 principles by contributing to the development of a short animated film (A Classroom Tale http://www.youtube.com/watch?v=BfxWZayRoGI) as a way of transferring knowledge and encouraging targeted conversations between children and teachers (and parents) about what helps and hinders student learning. To date, this Youtube film has received over 3000 hits, has been circulated to all schools in NI and is being piloted in Norway. This paper evaluates the contribution and adequacy this theoretical model of Art. 12 makes to our  conceptual and practical understandings of effective student participation in research within formal institutional settings and their  increasingly vital role in research impact and dissemination on matters concerning them.

Assessment Reform Group(2002) 10 Principles http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf Leitch, R, Gardner, J, Mitchell, S, Lundy, L, Odena, O, Galanouli, D & Clough, P. (2007) Consulting pupils in ‘Assessment for Learning’ classrooms: The twists and turns of working with students as co-researchers. Educational Action Research. Vol. 15, No 3. September, 2007 pp. 459-478. Leitch, R, Gardner, J, Mitchell, S, Lundy, L, Odena, O, Galanouli, D & Clough, P. (2008) Consulting Pupils on the Assessment of their Learning: Research Briefing, Teaching and Learning Research Programme (TLRP-UK), March 38, no 36, pp4. Lundy, L (2007) ‘Voice is not enough’: The implications of Article 12 of the UNCRC for Education, British Educational Research Journal, Vol 33, Issue 6, pp. 927-942.