Planning & Design
Effective planning and design are key to successful YPAR because they help teachers anticipate challenges, align projects with standards, and create space for authentic student voice. The Planning & Design Toolkit provides step-by-step guidance, templates, and inspiring project examples to help you launch a meaningful YPAR project from start to action. Download the “Planning and Design Toolkit” (Coming Soon).
Planning Templates
-
Each phase includes a brief description, example activities, and suggested pacing.
-
Use this flexible template to plan out each phase of your unit.
-
Use this to map your YPAR unit over your semester or quarter.
Grading YPAR
Grading Youth Participatory Action Research (YPAR) projects requires an equity-centered, process-oriented approach. Because YPAR emphasizes collaboration, inquiry, and action, assessment should value growth, reflection, and contribution as much as the final product. Teachers can use checkpoints, self-assessments, and flexible formats—like presentations, reflections, or creative artifacts—to capture the full depth of student learning.
Student Project Examples
| Project Title | YPAR Focus Area | Student Research Question | Methods Used | Key Findings | Action Taken |
|---|---|---|---|---|---|
| Dress Code or Stress Code? | School Structures & Policies | How do dress code policies at our school affect students differently based on gender and race? | Survey (92 responses), 5 peer interviews, policy document analysis | Girls and gender-expansive youth felt disproportionately targeted. BIPOC students reported increased scrutiny of their bodies. | Students presented findings to school leadership, held a panel discussion, and drafted inclusive policy revisions. |
| Who Gets Honors? | Academic Equity | Why are students of color underrepresented in honors and AP classes at our school? | Analysis of 3 years of course enrollment data, survey of 80 students, 4 counselor interviews | Students of color were less likely to be recommended and received little guidance on self-advocacy. | Students hosted an info session and created a “Demystifying Honors” toolkit with teachers. |
| Mental Health Matters | Student Wellbeing & SEL | What barriers prevent students from accessing mental health supports at our school? | Focus groups with 25 peers, interviews with counselors, review of resource flyers | Students lacked awareness of available services and feared stigma in seeking help. | Created a peer-friendly mental health resource guide and presented recommendations to staff. |
| Food for Thought | Nutrition & Environmental Justice | How do school lunch options impact student health and food waste? | Cafeteria waste audit (2 weeks), student surveys, interviews with cafeteria staff | Significant food waste from unappealing or non-inclusive meal options. | Students presented data to district nutrition services and proposed a “Taste Test Week.” |
| Safe Routes to School | School Safety & Community Engagement | How safe and accessible are the routes students use to get to school? | Mapping routes with GIS tools, traffic counts, peer surveys | Students identified unsafe crossings and lack of bike infrastructure. |
YPAR Subject Area Integration with Learning Standards
| Subject | Relevant Standards | Example YPAR Integration | Standards Source |
|---|---|---|---|
| English / ELA | • W.11-12.1: Argument writing • SL.11-12.1: Collaborative discussions • RI.11-12.7: Integrating sources | Students write persuasive op-eds or research papers based on data, present findings, and use mentor texts to inform their arguments. | Common Core State Standards (CCSS) |
| Social Studies | • NCSS I: Culture • NCSS V: Groups & Institutions • NCSS X: Civic Ideals | Students investigate school or community issues tied to equity, power, and civic life. They use local case studies and historical context to frame their work. | National Council for the Social Studies (NCSS) |
| Math | • HS.S.ID.1: Represent data • HS.S.ID.2: Compare and interpret statistics • HS.S.IC.1: Statistical inference | Students analyze survey results, calculate measures of central tendency, and create graphs to illustrate disparities or findings. | Common Core State Standards (CCSS) – High School Statistics and Probability |
| Science | • HS-ETS1-3: Evaluate solutions • HS-LS2-7: Mitigate environmental impacts • Scientific Practices: Investigation, Analysis | Students use the scientific method to explore topics like mental health, environmental justice, or nutrition. They collect and analyze real-world data. | Next Generation Science Standards (NGSS) |
Optional AI Use in YPAR
AI can be a supportive tool in Youth Participatory Action Research (YPAR), helping students stay engaged when class time is limited due to testing, assemblies, or other interruptions. Optional AI tools can speed up routine tasks like transcribing interviews, organizing survey data, or generating visualizations—freeing more time for critical thinking, discussion, and action planning. Learn more about AI use in the toolkit.
| Principle | Description |
|---|---|
| AI as a Tool, Not a Driver | AI should support youth agency, not replace it. YPAR is about youth voice, curiosity, and social analysis. AI should help scaffold—not shortcut—these processes. |
| Transparency & Consent | Be transparent with students and teachers about what AI tools are used, why, and what data (if any) is stored or shared. Give students and educators choice in their use. |
| Critical AI Literacy | Teach students to interrogate AI itself: How does it work? Who designs it? What biases might it carry? This is not a side lesson—it’s aligned with YPAR’s justice lens. |
| Optional, Scaffolded Use | Don’t make AI use mandatory. Provide options (e.g., for drafting, coding, or visualizing data) and let students opt-in. This lowers resistance and centers learner agency. |