What is SchYPAR?

SchYPAR (School-Based Youth Participatory Action Research) is a youth-centered approach to research that supports students in studying issues they care about and using what they learn to create change. SchYPAR centers youth as researchers, knowledge producers, and leaders. It values curiosity over certainty, reflection over assumptions, and equity and social justice as part of the research purpose. Through SchYPAR, students build critical thinking skills while learning how research can be a tool for understanding, advocacy, and action.

Rooted in years of co-design with K–12 teachers, students, administrators, and researchers, SchYPAR has been implemented across various subjects—from English and Social Studies to Math, Spanish, and extracurricular activities—in Ohio. Students have addressed topics such as school climate, mental health, academic equity, and community challenges. Learn about how SchYPAR is making an impact in Ohio, read the YPAR principles that guide our work, learn the basics, familiarize yourself with the YPAR Cycle and hear from local voices doing YPAR.

SchYPAR Guiding Principles

Meaningful Questions. Research begins with questions that matter to students and invite learning—not answers we already believe. Strong YPAR questions are open, thoughtful, and grounded in curiosity and lived experience.

Student Voice & Lived Experience. Students hold valuable knowledge about their schools and communities. SchYPAR centers youth voice, perspectives, and experiences as essential sources of insight and understanding.

Thoughtful Data Collection & Interpretation. Strong research requires care. Students gather and interpret data responsibly, recognizing that data does not speak for itself and that interpretation is shaped by perspective, context, and purpose.

Collaboration & Collective Inquiry. Research is a shared process. In SchYPAR, collaboration means learning, questioning, interpreting, and making decisions together. Students work with peers, educators, and community members to build understanding, challenge assumptions, and strengthen findings through multiple perspectives.

Critical Reflection on Power & Systems. Understanding the world requires asking deeper questions about power, systems, and structures. SchYPAR encourages students to look beyond individual experiences to examine patterns, histories, and inequities—without placing blame on individuals.. Decisions should be grounded in evidence and thoughtful inquiry.

Action Grounded in Evidence. Action in SchYPAR is informed by research. Students use evidence to shift understanding, influence decisions, improve practices, and advocate for change in ways that are thoughtful, ethical, and appropriate.

Wellness. Research should not come at the expense of student well-being. SchYPAR prioritizes care, balance, and safety, ensuring that research and action support students’ mental, emotional, and relational health.

Learn the Basics

YPAR Phases that Guide Student Research

  • Phase 1. Identify an Issue

    Phase 1 introduces YPAR within schools and the importance of power-sharing roles between teachers and students. Central to phase 1 is identifying a school and community issue, asking: What are the most critical issues in our school? What about this issue needs to change? What are the goals for addressing the issue?

  • Phase 2: Collect Data

    Phase 2 guides the data collection by breaking down quantitative and qualitative research methods. This phase asks: What information might one need to address the issue? Whose perspectives will help understand the problem better? How will the information be obtained? What research methods work best to address the problem?

  • Phase 3: Analyze Data

    Phase 3 will provide guidelines and techniques for analyzing data needed to take action in YPAR. Questions guiding phase 3 include: What has been learned? What are the major trends or themes that the data shows? What reflections and evaluations are needed to take action?

  • Phase 4: Take Action

    It’s time to take action! Phase 4 supports collaborators to take what was learned from the research to create change within schools and communities. In Phase 4, collaborators will brainstorm recommendations based on the research findings, reflect on advocates to support the project, and figure out how the research can be shared with others.

Watch former YPAR student Khandah Abdullah and Professor Molly Buckley-Marudas discuss YPAR on the Cleveland Conversations Program.

Do SchYPAR