This paper discusses the sociological issues raised by a recent study on school councils in England. This study revealed a lack of clarity among policy-makers and schools regarding the purpose of provision for pupil voice. The paper argues that this allows important questions about the functions of pupil voice to be avoided. While suggesting ways in which schools could refine their provision, the paper asks whether more effective pupil voice would make the concept less attractive to policy-makers and schools in the first place. It goes on to highlight more fundamental questions raised by critiques of notions of "voice". Connected to this, the paper outlines the potential for pupil voice to support neo-liberal as well as progressive ends. It concludes by arguing that teachers must grasp the opportunities provided by pupil voice to ensure that it serves "collaborative" rather than "managerial" professionalism. (Contains 1 table and 2 notes.)