none 10.1332/17442648Y2026D000000095 Bristol University Press Bristol University Press 165 196428484 45638 2026080322160300113 10.1332 2026-08-03T22:16:21Z 2026-06-12T22:15:55Z 0 Evidence & Policy 1744-2648 1744-2656 08 2026 22 3 Mariah Kornbluh https://dx.doi.org/https://ror.org/0293rh119University of Oregon, USA https://orcid.org/0000-0001-6958-6247 Jennifer Renick https://dx.doi.org/https://ror.org/05hs6h993Michigan State University, USA https://orcid.org/0000-0002-3975-8340 Central question: This special issue examines how youth participatory action research (YPAR) can strengthen the use of youth-generated research evidence (URE) in policy making across schools, districts, municipalities and national systems. The issue emerges at a moment of heightened political polarization, declining public trust in expertise, and increasing scrutiny of universities and scientific institutions globally. In parallel, young people are disproportionately affected by policy decisions yet are often excluded from formal decision-making processes. These contexts raise urgent questions about how research can remain relevant, trusted and responsive while also expanding democratic participation. Approach: YPAR offers one promising response to these challenges. As a collaborative research approach in which youth work alongside adult allies as co-researchers, YPAR positions young people to identify pressing issues, design and conduct research, and mobilize findings toward social and policy change. In doing so, it shifts youth from the role of research participants to knowledge producers and advocates. Prior research demonstrates that YPAR can generate benefits for youth, adult partners, schools, communities and the research enterprise by increasing the relevance, legitimacy and actionability of evidence. Findings and implications: Bringing together diverse empirical and conceptual contributions, this special issue explores the conditions under which youth-generated research informs policy and practice, whose knowledge is recognized as credible, and how evidence systems can become more inclusive of marginalized perspectives and lived experiences. Collectively, the articles argue that engaging youth as researchers is not only developmentally meaningful, but also essential for building more democratic, equitable and publicly responsive research-to-policy systems. 08 2026 319 330 https://dx.doi.org/http://dx.doi.org/10.13039/100001143 William T. Grant Foundation http://dx.doi.org/10.13039/100001143 SCH-203522 Bezos Foundation 10.1332/17442648Y2026D000000095 https://bristoluniversitypressdigital.com/view/journals/evp/22/3/article-p319.xml https://bristoluniversitypressdigital.com/view https://bristoluniversitypressdigital.com/downloadpdf/journals/evp/22/3/article-p319.xml https://bristoluniversitypressdigital.com/downloadpdf/journals/evp/22/3/article-p319.xml https://bristoluniversitypressdigital.com/view/journals/evp/22/3/article-p319.xml Baum-Tuccillo, M. 2026 From pilot to policy: using critical participatory action research to build youth power and economic inclusion for young people with experience in foster care Evidence & Policy 22 3 331 Baum-Tuccillo, M., Torre, M.E., Tellman, M., Lovell, L., Adams, T.C., Liang, E., et al (2026) From pilot to policy: using critical participatory action research to build youth power and economic inclusion for young people with experience in foster care, Evidence & Policy, 22(3): 331–49, doi: 10.1332/17442648Y2026D000000087 Caswell, C. 2026 Shelby County Youth Council: intergenerational insights from a youth participatory action research project with local government Evidence & Policy 22 3 484 Caswell, C., Braden, S., Dube, A., Guyton, S., Iyengar, S., Knapp, O., et al (2026) Shelby County Youth Council: intergenerational insights from a youth participatory action research project with local government, Evidence & Policy, 22(3): 484–99, doi: 10.1332/17442648Y2026D000000089 Coburn, C.E. 2013 Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts Coburn, C.E., Penuel, W.R. and Geil, K.E. (2013) Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts, William T. Grant Foundation, https://files.eric.ed.gov/fulltext/ED568396.pdf. Coburn, C.E. 2020 The Role of Organizational Routines in Research Use in Four Large Urban Districts, Technical Report No. 5 Coburn, C.E., Spillane, J.P., Bohannon, A.X., Allen, A.R., Ceperich, R., Beneke, A., et al (2020) The Role of Organizational Routines in Research Use in Four Large Urban Districts, Technical Report No. 5, National Center for Research in Policy and Practice, https://files.eric.ed.gov/fulltext/ED612257.pdf. Crowley, D.M. 2021 Cultivating researcher-policymaker partnerships: a randomized controlled trial of a model for training public psychologists American Psychologist 76 8 1307 Crowley, D.M., Scott, J.T., Long, E.C., Green, L., Giray, C., Gay, B., et al (2021) Cultivating researcher-policymaker partnerships: a randomized controlled trial of a model for training public psychologists, American Psychologist, 76(8): 1307–22, doi: 10.1037/amp0000880 Dagenais, C. 2012 Use of research-based information by school practitioners and determinants of use: a review of empirical research Evidence & Policy 8 3 285 Dagenais, C., Lysenko, L., Abrami, P.C., Bernard, R.M., Ramde, J. and Janosz, M. (2012) Use of research-based information by school practitioners and determinants of use: a review of empirical research, Evidence & Policy, 8(3): 285–309, doi: 10.1332/174426412X654031 DeBray, E. 2014 Intermediary organizations in charter school policy coalitions: evidence from New Orleans Educational Policy 28 2 175 DeBray, E., Scott, J., Lubienski, C. and Jabbar, H. (2014) Intermediary organizations in charter school policy coalitions: evidence from New Orleans, Educational Policy, 28(2): 175–206, doi: 10.1177/0895904813514132 Doucet, F. 2019 Centering the Margins: (Re)defining Useful Research Evidence through Critical Perspectives Doucet, F. (2019) Centering the Margins: (Re)defining Useful Research Evidence through Critical Perspectives, William T. Grant Foundation, https://files.eric.ed.gov/fulltext/ED609713.pdf. DuMont, K. 2024 Doing Better by Children: Studying Ways to Fully Leverage Ideas and Findings from Research DuMont, K. (2024) Doing Better by Children: Studying Ways to Fully Leverage Ideas and Findings from Research, William T. Grant Foundation, https://wtgrantfoundation.org/wp-content/uploads/2024/02/DuMont_Digest-2024.pdf. Eldeeb, N. 2026 Promoting the use of research evidence from websites: optimising microsurveys as feedback loops to drive improvement Evidence & Policy 22 1 134 Eldeeb, N., Ren, C. and Shapiro, V.B. (2026) Promoting the use of research evidence from websites: optimising microsurveys as feedback loops to drive improvement, Evidence & Policy, 22(1): 134–60, doi: https://doi.org/10.1332/17442648Y2025D000000057 Farley-Ripple, E. 2018 Rethinking connections between research and practice in education: a conceptual framework Educational Researcher 47 4 235 Farley-Ripple, E., May, H., Karpyn, A., Tilley, K. and McDonough, K. (2018) Rethinking connections between research and practice in education: a conceptual framework, Educational Researcher, 47(4): 235–45, doi: 10.3102/0013189x18761042 Farrell, C.C. 2019 Under what conditions do school districts learn from external partners? The role of absorptive capacity American Educational Research Journal 56 3 955 Farrell, C.C., Coburn, C.E. and Chong, S. (2019) Under what conditions do school districts learn from external partners? The role of absorptive capacity, American Educational Research Journal, 56(3): 955–94, doi: 10.3102/0002831218808219 Fierloos, I.N. 2026 Understanding public officials’ attitudes towards youth participation in public policy Evidence & Policy 22 3 442 Fierloos, I.N., Van Buuren, A. and te Brinke, L.W. (2026) Understanding public officials’ attitudes towards youth participation in public policy, Evidence & Policy, 22(3): 442–62, doi: 10.1332/17442648Y2026D000000080 Finnigan, K.S. 2013 Systemwide reform in districts under pressure: the role of social networks in defining, acquiring, using, and diffusing research evidence Journal of Educational Administration 51 4 476 Finnigan, K.S., Daly, A.J. and Che, J. (2013) Systemwide reform in districts under pressure: the role of social networks in defining, acquiring, using, and diffusing research evidence, Journal of Educational Administration, 51(4): 476–97, doi: 10.1108/09578231311325668 Gitomer, D. 2019 Studying the Use of Research Evidence: A Review of Methods Gitomer, D. and Crouse, K. (2019) Studying the Use of Research Evidence: A Review of Methods, William T. Grant Foundation, https://wtgrantfoundation.org/studying-the-use-of-research-evidence-a-review-of-methods. Honig, M.I. 2017 Research use as learning: the case of fundamental change in school district central offices American Educational Research Journal 54 5 1 Honig, M.I., Venkateswaran, N. and McNeil, P. (2017) Research use as learning: the case of fundamental change in school district central offices, American Educational Research Journal, 54(5): 1–34, doi: 10.3102/0002831217712466 Hyde, J.K. 2016 Evidence use in mental health policy making for children in foster care Administration and Policy in Mental Health 43 1 52 Hyde, J.K., Mackie, T.I., Palinkas, L.A., Niemi, E. and Leslie, L.K. (2016) Evidence use in mental health policy making for children in foster care, Administration and Policy in Mental Health, 43(1): 52–66, doi: 10.1007/s10488-015-0633-1 Jabali, S.H. 2024 From bench to policy: a critical analysis of models for evidence-informed policymaking in healthcare Frontiers in Public Health 12 1 Jabali, S.H., Yazdani, S., Pourasghari, H. and Maleki, M. (2024) From bench to policy: a critical analysis of models for evidence-informed policymaking in healthcare, Frontiers in Public Health, 12: 1–21, doi: 10.3389/fpubh.2024.1264315 Kennedy, H. 2018 How adults change from facilitating youth participatory action research: process and outcomes Children and Youth Services Review 94 298 Kennedy, H. (2018) How adults change from facilitating youth participatory action research: process and outcomes, Children and Youth Services Review, 94: 298–305, doi: 10.1016/j.childyouth.2018.10.010 Kennedy, H. 2019 More than data collectors: a systematic review of the environmental outcomes of youth inquiry approaches in the United States American Journal of Community Psychology 63 1–2 208 Kennedy, H., DeChants, J., Bender, K. and Anyon, Y. (2019) More than data collectors: a systematic review of the environmental outcomes of youth inquiry approaches in the United States, American Journal of Community Psychology, 63(1–2): 208–26, doi: 10.1002/ajcp.12321 Kirkland, D.E. 2019 No Small Matters: Reimagining the Use of Research Evidence from a Racial Justice Perspective Kirkland, D.E. (2019) No Small Matters: Reimagining the Use of Research Evidence from a Racial Justice Perspective, William T. Grant Foundation, https://wtgrantfoundation.org/digest/no-small-matters-reimagining-the-use-of-research-evidence-from-a-racial-justice-perspective. Kohfeldt, D. 2012 The five whys method: a tool for developing problem definitions in collaboration with children Journal of Community & Applied Social Psychology 22 4 316 Kohfeldt, D. and Langhout, R.D. (2012) The five whys method: a tool for developing problem definitions in collaboration with children, Journal of Community & Applied Social Psychology, 22(4): 316–29, doi: 10.1002/casp.1114 Kornbluh, M. 2026 Politics of neutrality: intermediaries and research use in civics programming Evidence & Policy Kornbluh, M., Bell, S., Amador, R. and Garcia, G. (2026) Politics of neutrality: intermediaries and research use in civics programming, Evidence & Policy, Early View, doi: 10.1332/17442648Y2026D000000079 Metz, A. 2022 Building trusting relationships to support implementation: a proposed theoretical model Frontiers in Health Services 2 Metz, A., Jensen, T., Farley, A., Boaz, A., Bartley, L. and Villodas, M. (2022) Building trusting relationships to support implementation: a proposed theoretical model, Frontiers in Health Services, 2, doi: 10.3389/frhs.2022.894599 Morgan, K. Y. 2026 Youth voices in the built environment: a comparative study of Youth Participatory Action Research advocacy Evidence & Policy 22 3 374 Morgan, K. Y., Anderson, K. and Ellison, E. R. (2026) Youth voices in the built environment: a comparative study of Youth Participatory Action Research advocacy, Evidence & Policy, 22(3): 374–401, https://doi.org/10.1332/17442648Y2026D000000090 Neal, J.W. 2015 Brokering the research–practice gap: a typology American Journal of Community Psychology 56 422 Neal, J.W., Neal, Z.P., Kornbluh, M., Mills, K.J. and Lawlor, J.A. (2015) Brokering the research–practice gap: a typology, American Journal of Community Psychology, 56: 422–35, doi: 10.1007/s10464-015-9745-8 Neal, J.W. 2019 What types of brokerage bridge the research-practice gap? The case of public-school educators Social Networks 59 41 Neal, J.W., Neal, Z.P., Mills, K.J., Lawlor, J.A. and McAlindon, K. (2019) What types of brokerage bridge the research-practice gap? The case of public-school educators, Social Networks, 59: 41–9, doi: 10.1016/j.socnet.2019.05.006 Neal, J.W. 2022 Defining brokers, intermediaries, and boundary spanners: a systematic review Evidence & Policy 18 1 7 Neal, J.W., Neal, Z.P. and Brutzman, B. (2022) Defining brokers, intermediaries, and boundary spanners: a systematic review, Evidence & Policy, 18(1): 7–24, doi: 10.1332/174426420x16083745764324 Nutley, S. M. 2007 Using evidence – introducing the issues Using Evidence Nutley, S. M., Walter, I. and Davies, H. T. (2007) Using evidence – introducing the issues, in S.M. Nutley, I. Walter and H.T. Davies (eds) Using Evidence, Policy Press, doi: https://doi.org/10.51952/9781847422323.ch001 Ozer, E.J. 2017 Youth-led participatory action research: overview and potential for enhancing adolescent development Child Development Perspectives 11 3 173 Ozer, E.J. (2017) Youth-led participatory action research: overview and potential for enhancing adolescent development, Child Development Perspectives, 11(3): 173–7, doi: 10.1111/cdep.12228 Ozer, E.J. 2020 Use of research evidence generated by youth: conceptualization and applications in diverse US k-12 educational settings American Journal of Community Psychology 66 1–2 81 Ozer, E.J., Abraczinskas, M., Voight, A., Kirshner, B., Cohen, A.K., Zion, S., et al (2020) Use of research evidence generated by youth: conceptualization and applications in diverse US k-12 educational settings, American Journal of Community Psychology, 66(1–2): 81–93, doi: https://doi.org/10.1002/ajcp.12425 Ozer, E.J. 2026 Youth Participatory Action Research meets the Use of Research Evidence: affordances, challenges, and next steps Evidence & Policy 22 3 500 Ozer, E.J., Ming, N. and Corrigan, D. (2026) Youth Participatory Action Research meets the Use of Research Evidence: affordances, challenges, and next steps, Evidence & Policy, 22(3): 500–9, doi: 10.1332/17442648Y2026D000000093 Palinkas, L.A. 2014 Inter-organizational collaboration in the implementation of evidence-based practices among public agencies serving abused and neglected youth Administration and Policy in Mental Health and Mental Health Services Research 41 74 Palinkas, L.A., Fuentes, D., Finno, M., Garcia, A.R., Holloway, I.W. and Chamberlain, P. (2014) Inter-organizational collaboration in the implementation of evidence-based practices among public agencies serving abused and neglected youth, Administration and Policy in Mental Health and Mental Health Services Research, 41: 74–85, doi: 10.1007/s10488-012-0437-5 Patton, M.Q. 2003 Utilization-focused evaluation International Handbook of Educational Evaluation 9 Patton, M.Q. (2003) Utilization-focused evaluation, in T. Kellaghan and D.L. Stufflebeam (eds) International Handbook of Educational Evaluation, Kluwer International Handbooks of Education, vol 9, Springer. https://doi.org/10.1007/978-94-010-0309-4_15 Rigoli, F. 2025 Modernization and ideological polarization on a global scale Cross-Cultural Research 59 4 411 Rigoli, F. (2025) Modernization and ideological polarization on a global scale, Cross-Cultural Research, 59(4): 411–54, doi: 10.1177/10693971251327738 Rooney, M. 2025 Hundreds of NYC students walk out of class for ‘anti-Trump, nonpartisan’ protest Rooney, M. and Zimmer, A. (2025) Hundreds of NYC students walk out of class for ‘anti-Trump, nonpartisan’ protest, Chalkbeat.Org, https://www.chalkbeat.org/newyork/2025/05/27/high-school-students-protest-trump-higher-education-immigration/. Scott, T. 2024 Shifting the paradigm of research-to-policy impact: infrastructure for improving researcher engagement and collective action Development and Psychopathology 36 5 2324 Scott, T., Crowley, M., Long, E., Balma, B., Pugel, J., Gay, B., et al (2024) Shifting the paradigm of research-to-policy impact: infrastructure for improving researcher engagement and collective action, Development and Psychopathology, 36(5): 2324–37, doi: 10.1017/S0954579424000270 Stickney, D. 2026 Drive for equity: the impact of youth-generated evidence on transportation policy Evidence & Policy 22 3 402 Stickney, D., Makooi, M., Moralez-Baldizan, E., Adler-Eldridge, A., Cruz, R. and Burns, C. (2026) Drive for equity: the impact of youth-generated evidence on transportation policy, Evidence & Policy, 22(3): 402–22, doi: 10.1332/17442648Y2026D000000081 Suplee, L. 2022 Studying Ways to Improve Research Use: Distinguishing Data from Research Evidence Suplee, L. (2022) Studying Ways to Improve Research Use: Distinguishing Data from Research Evidence, William T. Grant Foundation, https://wtgrantfoundation.org/studying-ways-to-improve-the-use-of-research-evidence-distinguishing-data-from-research-evidence. Tseng, V. 2012 The uses of research in policy and practice and commentaries Child Policy Nexus 26 2 1 Tseng, V. (2012) The uses of research in policy and practice and commentaries, Child Policy Nexus, 26(2): 1–24, doi: https://doi.org/10.1002/j.2379-3988.2012.tb00071.x Tseng, V. 2014 Building the infrastructure to improve the use and usefulness of research in education Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill 163 Tseng, V. and Nutley, S. (2014) Building the infrastructure to improve the use and usefulness of research in education, in K.S. Finnigan and A.J. Daly (eds) Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill, Springer International Publishing, pp 163–75. Tseng, V. 2018 Democratizing evidence in education and why it matters Tseng, V. and Kohlmoos, J. (2018) Democratizing evidence in education and why it matters, Urban Education Reform: Bridging Research and Practice Education Week Blog, https://blogs.edweek.org/edweek/urban_education_reform/2018/11/democratizing_evidence_in_education_and_why_it_matters.html. Villa, B. 2026 Youth Participatory Action Research (YPAR): increasing evidence use and policy impact through an online data dashboard Evidence & Policy 22 3 463 Villa, B., Ozer, E.J., Corrigan, D., Firestone, A. and Stone, S. (2026) Youth Participatory Action Research (YPAR): increasing evidence use and policy impact through an online data dashboard, Evidence & Policy, 22(3): 463–83, doi: 10.1332/17442648Y2026D000000083 Voight, A. 2026 The effects of youth participatory action research on education policy: a mixed methods study of three dozen high school projects Evidence & Policy 22 3 350 Voight, A., Godínez, R., Jin, X., Javadi, A., Panzarella, M. and Griffin-Todd, K. (2026) The effects of youth participatory action research on education policy: a mixed methods study of three dozen high school projects, Evidence & Policy, 22(3): 350–73, doi: 10.1332/17442648Y2025D000000074 Walsh, L. 2026 How youth reference groups can contribute to amplify research findings to public discussions and potentially improve policy making Evidence & Policy 22 3 423 Walsh, L., Rickinson, M., Cutler, B. and Gleeson, J. (2026) How youth reference groups can contribute to amplify research findings to public discussions and potentially improve policy making, Evidence & Policy, 22(3): 423–41, doi: 10.1332/17442648Y2026D000000085 Weiss, C.H. 1979 The many meanings of research utilization Public Administration Review 39 5 426 Weiss, C.H. (1979) The many meanings of research utilization, Public Administration Review, 39(5): 426–31, doi: 10.2307/3109916 Weiss, C.H. 2005 An alternate route to policy influence: how evaluations affect D.A.R.E American Journal of Evaluation 26 1 12 Weiss, C.H., Murphy-Graham, E. and Birkeland, S. (2005) An alternate route to policy influence: how evaluations affect D.A.R.E, American Journal of Evaluation, 26(1): 12–29, doi: 10.1177/1098214004273337 Yanovitzky, I. 2020 Analysing use of evidence in public policymaking processes: a theory-grounded content analysis methodology Evidence & Policy 16 1 65 Yanovitzky, I. and Weber, M. (2020) Analysing use of evidence in public policymaking processes: a theory-grounded content analysis methodology, Evidence & Policy, 16(1): 65–82, doi: 10.1332/174426418x15378680726175