We have identified six types of ‘hearing from’, related not only to students but also to educators and the communities in which they live: Hearing about problems: Do we ask students which problems in their world they would like to solve? Do we empower them to explore solutions through self-driven inquiry, thus developing hindsight? Hearing about values: the values they place on different answers and solutions: do we blend what students have been taught with what they have found? Does the inquiry develop their insight into possible solutions? Hearing about others: Do we ask students about the different roles they might need to play when working in groups? Are their views challenged through working with others and through global, multi-cultural conversations? Hearing about effort: Do we ask students to evaluate their own efforts? Do teachers recognise students’ experiences from their own perspective? Hearing about development: Do we ask students how they have changed as they progress through school and as they interact more with the world outside the classroom. Are our students developing into self-learners? Hearing about connections: Do we ask students what they are learning outside of school? Do we ask them how their families and careers are involved in their learning, and whether they too need to be heard?