Learning institutions in Zambia have continued to grapple with disciplinary problems such as students' unrest. Informed by Michael Foucault's discourse on discipline and Antonio Gramsci's theory of Hegemony, this research examined the role of Student Representative Councils in mitigating riots in three selected boarding secondary schools in Chipata District. A descriptive case study based on qualitative research design approach was utilised to gain a detailed understanding of complex nature of student voices. Purposive Sampling was used to select head teachers, teachers and student representatives in the study. Data generation was achieved by using a triangulated approach that utilised multiple research tools comprising of interviews, focus group discussion and document review. Thematic analysis was used to develop themes and sub-themes which formed the basis for discussion. The findings revealed that as measures in curbing riots, student councils played various roles ranging from: representational functions, communication purposes, and maintenance of discipline to cultivating a sense of ownership among learners. The study concluded that the involvement of learners in school governance is critical to improving school managerial practices. However, the involvement of student voices in school governance should be modelled along a democratic form of school management, which appreciates the voices of different stakeholders in school, rather than being tokenistic. Recommendations for policy based on findings are suggested.