This paper focuses on how power relations within schools serve to silence the voices of some pupils and, in some cases, silence the voices of all pupils in relation to certain areas of their school lives. It draws on evidence from a study focusing on schools which were deemed to demonstrate ‘best practice’ in terms of adopting UNICEF UK’s Rights Respecting Schools approach, and draws on empirical data collected from visits to the nine participating schools. The paper specifically focuses on how the power relations within schools can lead to the silencing of pupils, even where schools are aiming to move towards a more democratic approach and to provide opportunities for pupils in their schools the freedom to voice their opinions. Consideration will be given to questions raised by Fielding (2001) in his discussion of student voice work in schools for example: Which pupils were allowed to be involved in the decision making processes within school? Who allowed pupils to make decisions? and What were they allowed to make decisions about? The paper is concerned with continuing to develop theoretical understandings of school-based student voice work and student participation and draws on Giroux and Foucault’s understandings of issues of power operating within school settings.