The publication of the government\u2019s youth matters strategy signals a welcome shift. It signals a stronger commitment to listening to young people and involving them in shaping what comes next.<\/p>\n
But in practice, many schools and partners are already doing this. The question now is what happens next.<\/p>\n
Spending time with young people recently at a regional Youth Matters event in Newcastle brought this into sharp focus. They spoke clearly about the issues affecting their lives, from mental health and safety to opportunity and belonging.<\/p>\n
But more importantly, they didn\u2019t just want to be heard. They wanted to shape ideas, test solutions, and act on them. That shift, from voice to role, has important implications for schools.<\/p>\n
With the government\u2019s newly-announced enrichment expansion plans, there is a clear opportunity to embed this shift in practice.<\/p>\n
By placing young people\u2019s voices at the centre of design and delivery, enrichment can move beyond participation and position young people as active partners in shaping decisions, direction and ultimately the opportunities available to them.<\/p>\n
Here are five practical ways to respond.<\/p>\n
Most schools have established ways of gathering pupil voice. But too often, this is where the process ends.<\/p>\n
If we want young people to build confidence and agency, they need more than a platform. They need ownership. That means creating opportunities for pupils to develop their own ideas and to take responsibility for delivery from start to finish.<\/p>\n
The difference is subtle, but important. Voice invites contribution and ownership builds confidence.<\/p>\n
Young people are used to being asked what they think. What\u2019s less common is being given the chance to do something with it.<\/p>\n
Schools can bridge this gap by allocating time for student-led projects, supporting small-scale pilots of pupil ideas and embedding project-based learning approaches.<\/p>\n
This doesn\u2019t need to be complex. Often, it\u2019s about shifting from \u201cwhat do you think?\u201d to \u201cwhat do you want to try?\u201d.<\/p>\n
Confidence doesn\u2019t come from being listened to alone. It comes from trying something, getting it wrong, improving, and seeing progress.<\/p>\n
Approaches rooted in self-determination theory show that young people thrive when they experience autonomy, competence and relatedness. In practice, this means trusting pupils with real responsibility, not just symbolic roles.<\/p>\n
One of the clearest messages from young people is this: they are willing to step up but they need adults to listen, and act.<\/p>\n
Schools are in a unique position to bridge this gap. This could include bringing local leaders into student-led sessions, creating opportunities for pupils to present ideas to decision makers and building partnerships with organisations working across the community.<\/p>\n
For many young people, the issue isn\u2019t a lack of voice. It\u2019s a lack of response.<\/p>\n
Turning ideas into action requires more than goodwill. It requires time, skilled facilitation and resources.<\/p>\n