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This exploratory study investigated how advocacy training for young people with mental ill-health cultivates self-determination through efficacy and increases civic participation. We conducted semi-structured interviews with 18 lived experience advocates (LEAs) participating in advocacy opportunities facilitated by batyr, an Australian youth mental health charity. Thematic analysis revealed three key themes: (i) Beyond the Comfort Zone: Cultivating Internal Efficacy through Safe Storytelling; (ii) From Storyteller to Changemaker: Cultivating External Efficacy through Advocacy Opportunities; (iii) Beyond Structured Roles: Cultivating Civic Agency through Independent Advocacy. The act of LEAs sharing their stories was described as deeply empowering, helping advocates reframe their own mental health journeys, and foster a sense of meaning and connection. Furthermore, such opportunities equipped LEAs with practical advocacy skills, encouraging them to pursue both formal and informal civic opportunities and become resources of support within their communities. However, the findings also suggest that sustainable engagement requires appropriate organisational supports including supervision, boundary management and wellbeing resources due to the inherent risks associated with lived experience disclosure. These findings have implications for policy, highlighting the need to integrate structured lived experience programs into mental health services. The study also highlights the need for further research into the support systems to manage the wellbeing of advocates, and their capacity to enact systemic change.<\/jats:p>","DOI":"10.1007\/s10597-026-01710-w","type":"journal-article","created":{"date-parts":[[2026,8,22]],"date-time":"2026-08-22T13:41:13Z","timestamp":1787406073000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring the Role of Lived Experience Advocacy in Enhancing Civic Participation among Young People with Mental Ill-Health"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-0786-4645","authenticated-orcid":false,"given":"Christopher","family":"Wainwright","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Neil","family":"Harris","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rob","family":"O\u2019Leary","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tom","family":"Riley","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ernesta","family":"Sofija","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,8,22]]},"reference":[{"key":"1710_CR1","unstructured":"Australian Curriculum, Assessment and Reporting Authority (ACARA) (2025, February 18). 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