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This collection of [Centre for Excellence in Leadership] CEL research reports examines leadership and the learner voice in the UK learning and skills sector (LSS). Exploring the diversity of learner engagement practices in [further education] FE and adult learning, these six reports highlight the value of students’ increased and continuous involvement in their own education and in the organizations where they study. The reports demonstrate that enhanced learner engagement often produces positive outcomes related to student learning, quality improvement and sustainable organisational change. The findings from these studies also reinforce the recommendations of UK policy makers who increasingly encourage the introduction of more extensive communication mechanisms that can facilitate student voice through feedback, dialogue and participation. The volume comprises two main sections. The first, ‘The learner voice and quality improvement’, contains three reports that reveal the important contribution of learner voice initiatives to quality improvement in FE and adult learning. The reports are: The impact of learner voice on quality improvement / Colin Forrest, John Lawton, Anne Adams, Trevor Louth and Ian Swain; Learner involvement in decision making / John Shuttle; Developing professional and community leaders to maximise learner involvement in adult and community learning / Ros Pilkington and Dave Eatock. The second section, ‘The learner voice and diversity’, consists of three reports that consider how such initiatives can inform equality and diversity programmes. The reports are: Listening to the learner voice: a ‘bottom-up’ approach to equality and diversity / Rachael Drennan; Investigating the under-performance of ethnic groups by listening to the voice of staff and students / Darrell Bate and Steven Sutton; Spirituality and students with particular needs: exploring staff and learner voice / Andrew Coleby, Heather Pike and Richard Wales.