This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term ‘student voice’ is a term that is not used in some of the countries’ policies. Instead, other terms that relate to student voice, such as ‘participation’, are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools.

本文分析了在五个欧洲国家中如何定义学生多样性和学生声音的方法，这两个术语与包容性概念直接相关。在此过程中，它检查了这两个术语之间的联系，并指出，它们经常被用于国际研究中，而没有意识到在特定的国家范围内如何定义它们。本文使用来自五个国家（即奥地利，丹麦，英国，葡萄牙和西班牙）的文献和政策文件，强调了各种情况下的相似之处和不同之处。通过对这些文本的分析，本文得出结论，多样性是通过五种方式来概念化的，尽管在某些国家中有时不同概念的重叠。与此同时，“学生之声”一词是某些国家/地区的政策中未使用的术语。取而代之的是使用其他与学生声音有关的术语，例如“参与”。本文讨论了这些不同理解对促进所有学生融入学校的意义。