Action Planning
Why This Matters
YPAR doesn’t stop at findings—it moves toward change. But action can be intimidating, especially when the problems students name are systemic, emotional, or outside your direct control. This section invites you to reflect on how you’ll support students in taking action that is meaningful, ethical, and sustainable, even when change is slow.
Reflection Prompts
Are you prepared to guide your students through the issue and action—even when the issue is complex or the change is not immediate?
(What emotions, values, or tensions do you anticipate here?)
What internal or external barriers might arise when students try to take action?
☐ Fear of student conflict or backlash
☐ Administrative pushback or censorship
☐ Limited time in the curriculum
☐ Discomfort with political or controversial topics
☐ Students losing motivation if action is delayed
☐ Other: __________________________
What support might students need to move from findings to action?
☐ Examples of past YPAR actions (posters, presentations, proposals)
☐ Help contacting decision-makers or community members
☐ Coaching on advocacy strategies
☐ Time for reflection and group processing
☐ Emotional check-ins or debriefs
☐ A flexible timeline that allows for iteration
☐ Other: __________________________
What can you commit to as a teacher during the action phase? What will you need support with?