While research explicitly framed as Student Voice is still emerging in Italy (Grion, 2017), the national landscape is rooted in established traditions of participatory research and democratic education, often in connection with action research approaches and research conducted with and for children (Mortari, 2009). In order to reflect this specific research landscape, we decided to adopt a broad perspective on the conceptualisation of student voice in our scoping review, encompassing studies that position students as meaningful contributors to educational processes, promote co-construction of knowledge, and acknowledge the transformative potential of their voices in fostering participation, inclusion, and social justice. In total, eight empirical studies (2020–2025) in Italian school contexts were identified as aligning with the defined framework and were subsequently analysed for the present review. The analysis of the studies was guided by five key analytical dimensions: (1) study contexts and participants; (2) research objectives and focal themes; (3) research designs and methodological approaches; (4) stages and forms of student involvement across the research process; and (5) the transformative potential of student voice. Firstly, the results reveal a predominant focus on secondary education, with comparatively less attention given to primary and preschool contexts. Regarding the research objectives and foci, four partially overlapping thematic orientations emerge: social justice, inclusion, and equity (Cotza, 2022; Frizzarin et al., 2023); participation as democratic education (Pastori et al., 2020); transitions and educational “fragilities” (Zecca et al., 2020; Zecca & Cotza, 2020); and inclusion extending beyond school into civic spaces (Montanari, 2024). Methodologically, qualitative approaches predominate, with many studies drawing on Grounded Theory. Data collection is largely based on interviews, supplemented by participatory methods such as Photovoice-inspired protocols, student co-construction of questionnaires, and practical activities. However, the review shows uneven student involvement, which often begins after researchers have defined study aims. While some studies engage students primarily as informants, fewer extend participation to proposal-making or engagement with institutional audiences (Frizzarin et al., 2023). Crucially, no study involves school age students in defining research objectives or designing the research itself. The review also highlights how Italy’s school autonomy within multi-level governance shapes the potential of student voice: influence is primarily observed in pedagogical practices and extends to territorial or policy arenas only when explicit relationships with decision-makers are established. Further research should therefore expand attention to preschool and primary contexts and strengthen participatory pathways that allow students’ perspectives to travel from consultation to shared decision-making.

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