Elevating Student Voices and Addressing Their Needs: Using Youth Participatory Action Research to Improve School Climate During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic and shifts to virtual learning drastically altered school environments, often leaving students without a say in the many changes happening in their lives. To understand how diverse adolescents experienced their school’s climate during the COVID-19 pandemic and elevate youth voice in school decisions, we conducted a youth-participatory action research project in collaboration with a Title 1 middle school in California. Fourteen students participated in this YPAR study—mostly students of color. This mixed-methods study utilized both qualitative and quantitative data. Qualitative sources included meeting transcripts and chat logs, field-notes, and responses to open-ended survey questions, all of which were coded inductively. Quantitative data sources included pre- and post-surveys on students’ feelings of belonging, mattering, empowerment, and perceptions of school climate, which were compared via paired sample t-tests. Students sought to improve one of the few-shared experiences of school during the pandemic, the school lunch, and showed increased feelings of empowerment and mattering over the course of the project. These findings provide insight into students’ experiences of school climate during the COVID-19 pandemic, as well as offer implications for both practitioners and researchers on the importance of including youth voice in the issues that impact their lives.