Whilst government policies are now pushing teachers to listen to pupils, this concern is largely framed within the school improvement agenda. This is not the only arena where listening to pupils counts. This article examines the ways in which two young people, making a significant choice about which university to attend, felt unable to discuss their interests and concerns with their teachers. In one case, this resulted in a young woman doing less well in her examinations in order to avoid getting her first preference of Oxbridge, and securing her ‘real choice’ at another Russell Group university. The other was not invited by his school to apply to Oxbridge, despite a desire to go there which he felt unable to articulate at school. We suggest that, given the current concern over widening participation, these two cases provide hints that all is not well with school gate-keeping and career guidance procedures.
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