Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150, Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X, Wheatley, Becks, Little, Alice ORCID: https://orcid.org/0009-0004-2214-5814, Dobson, Julia, Green, Matthew ORCID: https://orcid.org/0000-0002-8065-0446 and Clare, Isobel ORCID: https://orcid.org/0000-0001-6732-7807 (2025) Changemakers - A Guide for Empowering Students as Researchers. York St John University

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Abstract

This guide draws upon our own research into how to build young people’s capacity to undertake collaborative
research (Green, Dobson and Haines Lyon, 2025; Clare, Haines Lyon, Holmes and Dobson, 2025; Haines Lyon et al.,
2024).
The Guide is designed for use with young people aged 11-18. In school contexts, it can be used by teachers with
their Key Stage 3 or Key Stage 4 classes, typically over the course of one school term. Equally, it could be used
independently by Key Stage 5 students as part of an enrichment programme offer. Finally, the Guide could be used
with Youth Groups in Community Centre settings.
We recommend challenging young people by using this Guide from the start of secondary school as it is important
to start developing students’ transformational competencies from as early an age as possible. Being a Changemaker
helps students in their future studies, especially when they undertake independent projects (e.g. the International
Baccalaureate Middle Years Programme or the Extended Project Qualification).
Changemaker projects are always group projects. We advise that Changemakers work in groups of 4-6 so that
tasks can be delegated amongst Changemakers as their projects develop.
Because YPAR involves Changemakers taking action in their local communities, there is the opportunity for
Changemakers to meet the Gatsby Benchmarks, especially Benchmarks 3, 4 , 5 and 7.
Given the outcomes identified above, using this Guide is a perfect way of making a significant contribution to
students’ Personal Development and providing evidence to Ofsted. It could be used in Tutor Time, Personal
Development Time, PSHE, Citizenship, or as part of an enrichment programme.
The Research Activities in the Guide are predominantly oracy-based. In each Research Phase, Changemakers
develop their speaking and listening skills by discussing and debating their ideas, exploring the meaning of their
data, and presenting to others.
The Guide, therefore, deliberately facilities and amplifies student voice. It could also be used effectively with the
School Council.
Finally, the Guide can be used to support your school’s extra-curricular offer. The skills and competencies
developed by Changemakers, for example, fulfil the Skills requirement for the Duke of Edinburgh’s Award. The
Guide would also support extra-curricular clubs like an Enterprise Club.

Item Type:	Book
Status:	Published
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
School/Department:	School of Education, Language and Psychology
Institutes:	Institute for Social Justice
URI:	https://ray.yorksj.ac.uk/id/eprint/14429

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