At a time when "trust" is argued by many to be on the wane within post-industrial societies this article examines a case study of pupil voice brought about through collaboration between a secondary school (for pupils aged 11-16) and a university located in a large conurbation in southern England. Building on data from focus groups and individual interviews with pupils and teachers, the author suggests that for pupil voice to be truly effective and transformative, policy-makers, academics and practitioners need to move away from the "synthetic trust" that typifies many pupil voice initiatives to one where authentic trust forms the cornerstone of all professional relationships in schools.