FIVE PIECES OF ADVICE FROM YOUNG PEOPLE ON HOW TO AUTHENTICALLY PARTNER WITH YOUTH IN RPPs
Youth can provide powerful insights into various issues that adult researchers are grappling with – if they are given meaningful opportunities to collaborate. Collaborative approaches to research, including research-practice partnerships (RPPs), offer fertile ground for such youth involvement, but building and sustaining authentic, empowering partnerships with youth is not easy. In particular, we sometimes see that even well-intentioned youth involvement efforts end up learning more from youth, rather than with youth, extracting insights without truly positioning youth as equal partners. In this article, we share advice from high school student researchers and mentors who are participating in a justice-oriented community partnership project focused on how to authentically collaborate with young people. This effort continues NNERPP Extra's series of articles focused on youth voice, which began with this article on sustaining students and teachers as change agents in RPPs (published in the July 2025 issue), followed by an examination of how and why RPPs can integrate youth-participatory action research (published in the previous NNERPP Extra issue).
ABOUT OUR PARTNERSHIP
YouthCARES (Youth Civic Action for Resilient Environmental Solutions) is a research-practice-partnership (RPP) founded in 2023 in collaboration with researchers based at the University of California Irvine (UCI) and collaborating teachers. The partnership aims to use research to empower youth and educators to make a more equitable, just, and sustainable world. The multigenerational team includes high school student researchers, preservice and inservice teachers, undergraduate and graduate mentors, and educational researchers who are connected to UCI. The team conducts educational research to transform teaching and learning in public schools focused on climate and environmental issues. Throughout the year, each cohort of YouthCARES engages in research activities, such as formulating research questions, collecting and analyzing data, and communicating the findings with researchers and educators (see YouthCARES team’s 2024 AERA iPoster presentation). The team meets bi-weekly either virtually or in person throughout the year. Several youth have remained on the team as undergraduate mentors upon graduation of high school, demonstrating its deep and sustaining impacts.
YOUTH PERSPECTIVES: WHY PARTNERSHIP MATTERS
To understand how to form meaningful partnerships with youth, we asked our student researchers and mentors about their experiences in our RPP. A common theme that emerged from these discussions was the participants’ initial excitement about joining YouthCARES and engaging in research. Riya, a former student researcher in YouthCARES and current undergraduate mentor, reflected on her feelings upon hearing about the research opportunity: “I was really inspired by the unique opportunities to increase youth involvement in spaces like climate change research and systemic-level action.” Similarly, Mahba, a former student researcher and now undergraduate mentor, shared:
“I was excited to try something new, especially since I never imagined I’d be doing research as a high school senior… I cared deeply about the issue and was eager to contribute to the conversation in any way I could. Above all, I was excited to make a difference for young people like us.”
When adult researchers harness youth excitement, they can build partnerships with youth that address larger issues like climate change.
Youth also shared what helped build on this initial excitement – and overcome hesitations that also arose – both when it came to first joining the partnership and then continuing their engagement in it. Overall, five pieces of advice emerged from what they shared, which we offer below as guidance for others seeking to partner with youth.
FIVE PIECES OF ADVICE FOR AUTHENTICALLY PARTNERING WITH YOUTH IN RPPs
#1: Reaffirm Youth of their Potential- “I didn’t think [research] was for someone like me”
When speaking with the student researchers in YouthCARES, many shared that they had initial hesitations about joining the project. Ethan, a former student researcher and current undergraduate mentor, shared, “I was not entirely sure how exactly I should work and interact with adults in a professional setting and wondered whether my ideas would really matter.”
Although he was interested in the opportunity, he felt unsure about joining a new team and working with adults. It was his teacher, Mrs. Tsai, who provided encouragement and ultimately shaped his decision to join. Ethan shared how much he valued the safe environment cultivated by his mentors, who stated their intentions clearly and made him feel heard and valued as a partner.
“Looking back, I realize that I would sometimes hold back my thoughts during meetings or being [sic] overly careful with my words because I was reluctant to critique something that was made by someone I respected so much. But what [the mentors] did so well was that they made the intention clear and meaningful: to offer constructive feedback that would help shape and improve the learning experience for future students.”
Youth voices are often dismissed. Thus, adults must intentionally support them to overcome barriers shaped by broader societal patterns and foster research environments that uplift and empower youth. Similarly, Mahba, who was excited at the opportunity to join YouthCARES, shared how she initially thought, “I didn’t think it was for someone like me.” Mahba’s teacher ultimately encouraged her to join the team, reassuring her that she was capable of making a valuable impact. “[Tthe teacher’s] belief in me was what helped me say yes; seeing someone in a position of authority has faith in my abilities made me feel capable of contributing to research.”
These reflections highlight the importance of recognizing and addressing initial hesitations youth may have about joining RPPs. In our partnership, the teacher played a crucial role recruiting the student researchers by offering opportunities and affirming students’ brilliances and potentials. With the support from educators, students were able to overcome their hesitations. Even a simple nudge from a trusted adult can make a tremendous difference in a youth’s decisions, in particular youths from non-dominant communities, to join RPPs and inspire youth to make a lasting impact.
#2: Build Trust Through a Welcoming Environment- “I was met with a generous amount of kindness and welcome from the YouthCARES team”
The recruitment process (or initial phase or process through which RPPs invite youth to participate) can also alleviate youth concerns and lay the foundation to form sustainable partnerships. Our very first recruitment meeting took place in a collaborating teacher’s classroom. Several students who initially expressed their interest about the YouthCARES project joined the meeting. The principal investigator of the project, a collaborating teacher, and several undergraduate mentors, including former YouthCARES high school student researchers, joined the conversation. The casual, in-person recruitment meeting provided space for the student researchers and mentors to get to know one another. It began with an ice-breaker, followed by introductions where students shared about themselves and their connection to climate change. Students were also invited to review a one-page project overview and ask any questions they had. Ayesha, a YouthCARES student researcher, shared that the relaxed and welcoming discussions during the recruitment meeting gave her a glimpse into the team dynamic. Upon attending this meeting, Ayesha felt more comfortable becoming a student researcher. She explained that “Due to the discussion format of our meetings, everyone sharing their ideas made it a lot easier to combat any nervous feelings about working with new people.”
The recruitment process was not only impactful for youth, but also for adults who were considering becoming mentors in the project. Rachel, a preservice teacher at that time and current teacher partner, reflected positively on her experience:
“I was met with a generous amount of kindness and welcome from the YouthCARES team. What initially helped me to join the project was seeing the dedication [the collaborating teacher] had for the project. I felt inspired by her and the mentors.”
Recruitment plays a crucial role in setting the stage for RPPs. At the same time, it is essential to ensure these partnerships are successfully sustained beyond the initial formation. In the next section, we offer advice about sustaining partnerships with youth.
#3: Embrace Youth Feedback - “Youth-centered projects don’t work unless youth voices are actually centered”
One of the most powerful lessons we learned from YouthCARES is the importance of adults intentionally making space for youth to share their ideas, ask questions, and take the lead within RPPs. Rachel said, “With how new I felt to this field, I could only imagine how the high school students felt. I tried to practice vulnerability, sharing that this is a learning experience for everyone.”
As Rachel described it, even simple words of encouragement and sharing vulnerability can go a long way in helping youth feel comfortable sharing their thoughts. As a mentor, she actively worked to remind students that she is learning with them. It is this openness and vulnerability that helped break down the students’ fear of making mistakes.
Youth may be hesitant to speak up due to respect or a fear of “getting it wrong.” While Ethan initially held back, worried about giving feedback to adults he respected, he came to realize that adults truly valued honest and thoughtful perspectives. “It’s more about engaging thoughtfully, even when that means offering a different perspective.” As Ethan put it, “Youth-centered projects don’t work unless youth voices are actually centered. And this goes beyond merely being present. It’s also being heard, trusted, and included in the process.”
At the end of the day, making space for youth voices is more than just leaving room for youth voices. In RPPs, intentionally creating a feeling of safety can foster a space for trust and mutual learning. That way, youth can feel confident in contributing to the partnership to the extent of their best ability rather than just limiting themselves to "safe" ideas.
#4: Engage Youth as True Partners in Knowledge Building and Decision-Making - “Students want to feel valued for their skill set, and be able to expand on it by doing hands-on work”
True partnerships between youth and adults in RPPs allow us to break down the traditional power hierarchies. That said, adults should go beyond treating youth as simple helpers or data collectors, and instead see them as collaborators who are able to help design and carry out the work. As Riya highlighted from her own experience as a student researcher:
“Students want to feel valued for their skill set, and be able to expand on it by doing hands-on work. The youth truly are capable of stepping up to any task so long as proper guidance and instruction is offered, so it’s important not to sell these students short.”
This shift from the traditional power dynamic required that adults share decision-making with student researchers in YouthCARES. Minjung, a PhD student mentor, highlighted how the team integrated valuable youth insights through an interview:
“We held a group interview with the student researchers to gather additional insights about their experiences conducting the civic action projects in the climate justice education course… we learned a lot of helpful information that we could not know as mentors.”
Fostering an authentic partnership means allowing youth to actively shape the research itself. To create such authentic partnerships, adults should consistently communicate project decisions and foreground ideas from youth in the research. When adults treat youth as true partners, it empowers them to see themselves as agents of change rather than passive participants.
#5: Build a Multigenerational Network- “see[ing] and hear[ing] all the hard work they put into YouthCARES made me want to work even harder for the team”
YouthCARES was able to thrive because students were not just guided by one teacher or one researcher, but because they were supported by a network of mentors, consisting of different ages and roles. This multigenerational, cascade mentoring model helped to build trust. Ayesha described the value of having familiar classmates and supportive adults, like her teacher, who made it easier to feel confident joining a new environment:
“Initially, I was nervous about working with a new group of people, especially since the age range was so varied for the same project. It definitely helped that a lot of the people in the team were people I was already familiar with being in the same class. I also was able to get over those initial hesitations or fears knowing that Mrs. Tsai, the teacher I was already familiar with, would be a part of the team.”
Rachel also reflected on the support and motivation that she felt from the mentors:
“I remember feeling so welcomed and excited every time Minjung (PhD student) and Dr. Hosun Kang (PI) came in-person to visit the climate course. I appreciated being met with a smile and being able to connect with them. This excitement and being able to see and hear all the hard work they put into YouthCARES made me want to work even harder for the team.”
The support system built into the multi-generational network helps youth easily find their allies. Many high school student researchers continue to stay as undergraduate mentors even after their graduation. As a result, the overall culture of trust, mentorship, and collaboration continues across cohorts. In our partnership, this multigenerational network plays an important role in fostering resilience, sustainability, and continuity.
CONCLUSION
Forming and sustaining research-practice partnerships with youth requires more than offering opportunities. When adults create a welcoming environment, clarify intentions, and involve youth along the stages of the research process, youth feel empowered to contribute in a way that is authentic and meaningful. In YouthCARES, youth presented their work in professional settings and used research to create meaningful changes. Done in this way, RPPs can cultivate long-lasting partnerships with youth that are transformative for both the youth and adult researchers involved.
Minjung Shin is a Ph.D. Student and graduate student researcher at the University of California, Irvine (UCI) and a YouthCARES mentor. Ethan Lin is an undergraduate student at New York University, and Mahba Ahmad is an undergraduate student at Irvine Valley College. Both Ethan and Mahba are former YouthCARES student researchers and current YouthCARES mentors. At the time of writing this piece, Riya Gupta, Ayesha Siqqiui, David Tran, Bradley Ly, and Amber Zheng were high school student researchers, Rachel Yejin Kim was a preservice teacher and YouthCARES mentor, and Kiran Gill was a UCI undergraduate student researcher. Ms. Nelly Tsai is a UCI research specialist and science teacher at Northwood High School in Irvine Unified School District. Dr. Hosun Kang, the PI of YouthCARES project, is professor in the School of Education at the UCI.
Suggested citation: Shin, M., Lin, E., Ahmad, M., Gupta, R., Siqqiui, A., Tran, D., Ly, B., Zheng, A., Kim, R. Y., Gill, K., Tsai, N., and Kang, H. (2026). Five Pieces of Advice From Young People on How to Authentically Partner With Youth in RPPs. NNERPP Extra, 8(1), 21-27.
