The literature examined within this review criticises the validity of the current student voice work and initiatives occurring within schools. The authenticity of student voice comes into question as the various unequal power relations within school environments leaves students inferior to teachers and school leaders. This creates a significant implication for minority students, because they are unable to analyse critically the current school environments. In order for schools to become a more supportive working environment, teachers and school leaders need to release the power they currently hold and be open to a new pedagogical structure developed by a variety of students.