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Young people as co-researchers in schools: a collaborative research methodology which benefits young people and school culture.

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Title: Young people as co-researchers in schools: a collaborative research methodology which benefits young people and school culture.
Authors: McPartlan, Dave1 (AUTHOR) davemcpartlan@me.com
Source: Pastoral Care in Education. Dec2025, Vol. 43 Issue 4, p520-539. 20p.
Subject Terms: *Action research in education, *School improvement programs, *Student research, *School environment, *Young adults, Community-based participatory research, Participant observation
Abstract: The voice of young people in schools is often tokenistic. They are asked to contribute to surveys for OFSTED or are part of an adult-led school council. Rarely are they asked to work with adults to create new knowledge for school improvement. Returning to my previous school to conduct research resulted in developing an inclusive and collaborative methodology. Whilst initially intending to use a participative action research (PAR) process, I synthesised this with Critical Communicative Methodology (CCM) to create Youth Participative Dialogic Action Research (YPDAR). This approach created a research power dynamic where responsibility was shared more equally between the young people and the researcher. The results of this approach were unexpected. As the process developed, the young people's confidence grew, their trust in the school developed, and they felt empowered to act. This paper explores the processes involved and how YPDAR could be used as a school improvement model with the potential not only to transform young people's lives, but also the culture of the school. [ABSTRACT FROM AUTHOR]
Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Young people as co-researchers in schools: a collaborative research methodology which benefits young people and school culture.
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  Data: *<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+improvement+programs%22">School improvement programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+research%22">Student research</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+observation%22">Participant observation</searchLink>
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  Data: The voice of young people in schools is often tokenistic. They are asked to contribute to surveys for OFSTED or are part of an adult-led school council. Rarely are they asked to work with adults to create new knowledge for school improvement. Returning to my previous school to conduct research resulted in developing an inclusive and collaborative methodology. Whilst initially intending to use a participative action research (PAR) process, I synthesised this with Critical Communicative Methodology (CCM) to create Youth Participative Dialogic Action Research (YPDAR). This approach created a research power dynamic where responsibility was shared more equally between the young people and the researcher. The results of this approach were unexpected. As the process developed, the young people's confidence grew, their trust in the school developed, and they felt empowered to act. This paper explores the processes involved and how YPDAR could be used as a school improvement model with the potential not only to transform young people's lives, but also the culture of the school. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02643944.2024.2377569
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      – Code: eng
        Text: English
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      – SubjectFull: School improvement programs
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      – SubjectFull: Student research
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      – SubjectFull: Young adults
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              Text: Dec2025
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