The effects of youth participatory action research on education policy: a mixed methods study of three dozen high school projects.

Background Youth participatory action research (YPAR) engages students as co-researchers to investigate issues affecting their schools and advocate for institutional change. Although prior studies document YPAR's developmental benefits, less is known about the conditions that enable school-level impact.

Purpose This study examines the frequency and predictors of perceived setting-level change across 36 YPAR projects implemented in diverse Midwestern high schools.

Methods Using a mixed-methods design, we analysed survey data and focus group transcripts from student participants. Quantitative analyses tested how project strategies, stakeholder responsiveness, student ownership and issue focus related to reported success. Qualitative analyses explored contextual mechanisms underlying these relationships.

Results Regression analyses indicated that projects incorporating policy advocacy and administrative engagement were significantly more likely to effect school-level change. Qualitative findings highlighted the importance of adult allies who help youth navigate institutional systems and elevate their research. Projects aligned with administrative priorities (for example, school safety, postsecondary readiness) achieved greater success than those addressing diffuse or complex issues such as mental health or school culture.

Conclusions Successful YPAR initiatives combined high student ownership with strategic adult facilitation and institutional receptivity. Findings underscore the value of aligning youth-led research with organisational priorities and providing structured opportunities for students to present findings to decision-makers.