ABSTRACT Urban areas are experiencing significant changes due to rapid consumption and innovation, leading to urgent demands for sustainable transformation. All these processes can be realized with collaboration among stakeholders, including organizations, institutions, and citizens in the fashion and design sectors. However, the precise roles, responsibilities, and impacts of stakeholders remain unclear. This paper aims to examine how organizations, institutions, and citizens co-develop circular fashion marketing in Milan through a Participatory Action Research design that combines semi-structured stakeholder interviews with secondary qualitative data from the fashion-focused ideathon “Refashioning Milan”. Findings indicated a positive trend among organizations, institutions, and citizens in embracing circularity, with particular emphasis on the integrative role of knowledge institutions in facilitating systemic change. Theoretically, the study extends circular ecosystem and stakeholder engagement theory by explaining how boundary-spanning orchestration, rather than stakeholder participation alone, enables heterogeneous actors to align circularity framings. These insights can extend circular fashion ecosystem and stakeholder engagement research beyond descriptive role mapping and offer actionable implications for multi-actor governance and participatory innovation. We proposed practical recommendations to inform multi-stakeholder governance, entrepreneurship, and innovation strategies for the fashion market, while outlining future research directions for sustaining circular fashion ecosystems.

Black people with intellectual and developmental disabilities (IDD) report poor health and lower service use compared with their White counterparts. Structural racism, neighborhood segregation in particular, has been identified as a potential barrier to equitable service use, but empirical investigations remain limited. To examine the association between race/ethnicity and neighborhood-level segregation on the use of outpatient occupational therapy and physical therapy and home health services among people with IDD. A secondary data analysis, using weighted two-level logistic regression models, of the Medical Expenditure Panel Survey (2013-2020) and census tract data from the American Community Survey. Sixteen percent of individuals with IDD reported use of outpatient occupational therapy and physical therapy, and 23% reported use of home health services. Race and neighborhood segregation were not significantly associated with service use; however, age and Medicaid coverage showed significant associations with both occupational therapy and physical therapy and home health care use. Individuals ages 0 to 3 yr were more likely to receive services than older cohorts, highlighting age-related disparities. The findings suggest that although racial disparities were not evident in this data set, structural and age-related factors still shape service utilization. Occupational therapy scholars need larger and more nuanced data sets of people with IDD to better map associations between race and neighborhood segregation and its impact on service use along the health care pipeline. Plain-Language Summary: In this article, we introduce a novel application of neighborhood-level racial segregation measures to assess structural racism in health care access among people with intellectual and developmental disabilities (IDD). By integrating data from the Medical Expenditure Panel Survey and American Community Survey, we provide preliminary evidence on service utilization patterns for outpatient occupational therapy and physical therapy and home health care, highlighting age-related disparities and the need for more nuanced data sets. The findings underscore the importance of contextualizing service use within structural determinants and offer direction for occupational therapy practitioners and health services researchers to refine equity-driven methodologies and advocacy strategies, ensuring that all people with IDD can access the home and community-based supports they need to participate in daily life. Positionality Statement: The research team was led by Khalilah R. Johnson, an occupational scientist and occupational therapy practitioner who identifies as Black and female and has an extensive history working with Black people with IDD in participatory action research and practice. Izabela Annis, the team's statistician and programmer, uses European ethnic classification and identifies as Slavic. In her work, she uses rigorous and comprehensive statistical methods to measure and analyze the complex effects of structural racism on health and social outcomes. Kathleen C. Thomas is a White woman whose family experience of serious mental illness shapes her understanding of stigma and its structural impacts. This lens informs her commitment to research and mentoring that focuses on reducing disparities experienced by people with mental illness and by communities marginalized by disability, poverty, rurality, and racism.

#MiniCupVape E-Cigarettes Promoted on Instagram: A Youth Participatory Action Research Approach.

Experience-Based Co-design (EBCD) is a participatory action research technique aimed at enhancing the experiences of both service users and service providers within healthcare services. Hence, the aim was to develop strategies to improve the engagement of youth with mental health services being delivered in Chennai, India. We adopted a modified EBCD method involving three phases (data collection, designing strategies and implementation) spread across six stages. Starting from stage-1 interviews with service users and providers to identify factors that may lead young service users to disengage from treatment, followed by group interactions undertaken separately with service providers and users to pinpoint key areas for improvement. This also included a co-design process with all stakeholders, where solutions were refined using SMART criteria and rated on a scale of 1-5, with 1 being less prioritised and 5 being highly prioritised. The final stage involved a meeting with institution management to deliberate and decide on the plan for implementation of the generated solutions. Service users, providers, and stakeholders found key areas such as outpatient department (OPD) timings, continuity in MHP-client associations, awareness about medication and treatment processes, and the facilities, including the physical environment and refreshments provided for service users, were major reasons why patients disengaged from the treatment. In this study, service users, providers, and stakeholders prioritised touch points grouped under three major themes: (1) appointments, (2) facilities and (3) awareness. Despite some challenges, EBCD was successfully implemented at the Schizophrenia Research Foundation (SCARF) in the Youth Mental Health Department, Chennai, India. EBCD was a promising methodology for service improvement and empowering service users. It identified crucial areas for enhancement and empowered the service users by involving them in the decision-making process, ultimately contributing to improved engagement and satisfaction with mental health services.

People with intellectual disabilities remain under-represented in architectural design and research. This paper draws on a doctoral study that explored how people with intellectual disabilities experience shopping centres. It aims to present an inclusive methodological framework that supports their meaningful participation in architectural research. The study followed a Participatory Action Research approach supported by ethnographic methods. Data was generated through interviews, walking interviews, focus groups and co-design workshops and the data was analysed using reflexive thematic analysis. The analysis identified enabling measures that shaped an inclusive research environment, including collaboration with a self-advocacy organisation, the involvement of a co-researcher with lived experience, the use of prompts and flexible timelines. The resulting framework offers practical guidance for researchers seeking to embed inclusive approaches within architectural research and related fields. The article is co-authored by academic researchers and a co-researcher with lived experience of an intellectual disability.

Core Outcome Sets (COS) provide a systematic approach to ensuring that outcomes measured in health research matter to the individuals most affected by the research. While methodological guidance generally exists for COS development, specific guidance on incorporating the perspectives of people with lived experience (PWLE) during the long-list stage remains fragmented and unclear. This stage is crucial for including outcomes that matter to those directly impacted. Therefore, this scoping review aims to systematically identify and chart the available methodological literature on incorporating the perspectives of PWLE into the long-list generation stage of COS development. This review followed JBI guidance for scoping reviews and adhered to PRISMA-ScR reporting standards. A comprehensive search was conducted across multiple databases (MEDLINE, Embase, Scopus, CINAHL, ProQuest Theses & Dissertations, and the COMET Database) on 31 October 2024. In addition, a citation search of all included articles and further expert consultation were included to ensure that all relevant articles were identified. Articles were eligible for inclusion if they provided methodological guidance, recommendations and/or insight into how best to include the perspectives of PWLE into the long-list stage of COS development. Screening and data extraction were completed by two independent reviewers. The analysis was guided by a combined deductive-inductive qualitative content analysis process. Categories were developed from the data and synthesised into practical recommendations for COS developers. A total of 45 articles were included. The analysis yielded four major categories of guidance: (1) PWLE Identification, Recruitment, and Engagement; (2) Data Collection Considerations; (3) Analysis and Reporting; and (4) Contextual Considerations. The results highlight an evolving methodological landscape surrounding PWLE perspective integration into COS development. The results emphasise the importance of purposeful and reflexive methodological choices and underscore the importance of utilising existing qualitative research, participatory action research (PAR), reporting standards, and existing equity, diversity, and inclusion principles throughout the long-list process. This review identified a growing but uncoordinated body of methodological guidance for including the perspectives of PWLE into the long-list stage of COS development. The findings will support future COS developers in making methodologically rigorous decisions. Future research should aim to validate these findings and recommendations through empirical work with COS developers and PWLE, informing the co-production of best practice guidelines. This review is registered in the COMET Database: https://www.comet-initiative.org/Studies/Details/3590. The protocol for this review is available at https://doi.org/10.1186/s13063-025-09149-2.

To describe the prevalence of common sexual and reproductive health (SRH) indicators and healthcare access among women of reproductive age residing in Closed Controlled Access Centre (CCAC) Mavrovouni on Lesbos, Greece. A household survey comprising 119 questions across eight SRH domains was completed by 247 refugee women of reproductive age residing in CCAC Mavrovouni. Nine refugee coresearchers were engaged in a participatory action research process, contributing to question development, recruitment, data collection and analysis in June and July 2023. Most women reported adequate antenatal care (25/28, 89%) and healthcare-assisted births (14/14, 100%), but postpartum care was suboptimal with 47% (7/15) not accessing any services despite 63% (10/16) reporting complications. About half (56/120, 47%) of women with children were single mothers. Two women had a child die at sea. Family planning showed considerable unmet need, with only 24% (42/178) of women using modern contraception and over 25% (17/66) desiring fertility treatment but none accessing it. Despite 84% (173/207) reporting adequate access to menstrual materials, only 14% (29/207) were able to consistently alleviate pain. Of 247 women, 151 (61%) experienced gynaecological symptoms yet 68 (45%) did not access healthcare. Low screening for sexually transmitted infections (43/240, 18%) and cervical cancer (1/246, 0.4%) was reported. Of 244 women, 74% (180/244) experienced verbal, 52% (127/244) physical and 36% (87/244) sexual abuse in their lifetime. Gender-based violence was most reported in home countries, during travel and during pushbacks. 54% (133/247) of women experienced at least one pushback and 23% (57/247) reported denial of medical care. Across all domains except breastfeeding, most women (67%-91%) had not received healthcare information. In refugee camp Mavrovouni, there is an urgent need for comprehensive SRH services that address diverse unmet health and information needs. Strengthening responses require cocreated, tailored interventions that are both data-driven and community-informed. Simultaneously, action must be taken to eliminate pushbacks and ensure equitable healthcare access irrespective of legal status.

ABSTRACT Museums are often viewed as a natural fit for older visitors interested in cognitive health and lifelong learning; however, adults aged 60 and older are the least likely of any age group to visit museums. As a result, many North American museums – particularly cultural heritage institutions with limited creative arts programming – struggle to engage and serve this population. To address this gap, this study employed a participatory action research approach grounded in adult learning theory to examine how community engagement can lead to more meaningful experiences for older learners. Six volunteers, 55 years and older, participated in four workshops facilitated by a museum educator to co-develop an outreach program for seniors. Findings from interviews and observations revealed multiple benefits for participants, including new knowledge and skills, cognitive stimulation, transformative learning, social interaction, a stronger sense of community and identity, and deeper connections to the museum. These outcomes highlight the value of collaborating with older adults and the potential of program co-creation as an effective learning and engagement strategy for this audience.

This study aims to describe how the stimulation of literacy development in children aged 4–5 years can be carried out using leftover materials as learning media at TK Sosial Wagola. The research employed a descriptive qualitative approach with the Participatory Action Research (PAR) method. Data collection techniques included observation, interviews, and documentation, which were analyzed using the Miles and Huberman model consisting of three stages: data reduction, data display, and conclusion drawing. The findings indicate that utilizing leftover materials such as used paper, cardboard, snack packaging, and skewers is effective in stimulating children's literacy skills. The children demonstrated progress in recognizing letters, identifying object names based on initial sounds, writing their own names, and distinguishing between vowels and consonants. The use of leftover materials also made the learning process more enjoyable, contextual, and stimulated children's creativity. This study reveals that environmentally-based alternative media can enhance early childhood literacy naturally through meaningful play-based learning.

Inadequate product photography represents a persistent barrier to effective digital marketing among micro-scale culinary enterprises in Indonesia. This community service study aimed to enhance the digital marketing capacity of MSME Dapoer KuKia through structured product photo editing training using the Snapseed mobile application, while evaluating technology acceptance using the Technology Acceptance Model (TAM). The program was implemented over eight weeks through a Participatory Action Research (PAR) approach, comprising four structured training sessions and guided independent practice. A 14-item TAM questionnaire with established content validity was administered at pre- and post-intervention time points, and changes were assessed using the Wilcoxon Signed-Rank Test. Results confirmed significant improvements across all four TAM constructs (W = 0, N = 14, p < 0.05). Perceived Ease of Use recorded the highest improvement, increasing from a mean of 2.00 to 4.50 (+125.0%), followed by Perceived Usefulness from 2.25 to 4.25 (+88.9%), and both Attitude toward Using and Behavioral Intention to Use from 3.00 to 4.67 (+55.6%). These findings demonstrate that contextual, hands-on mobile technology training effectively dismantles perceived complexity barriers and enhances technology acceptance among micro-scale culinary MSME practitioners.

ABSTRACT Children with disabilities in low-income areas are at heightened risk under current and future climate change. Despite their potential in climate adaptation, they often face substantial barriers to information and participation. To empower them as agents of change who can learn, adapt and act for themselves, a tailored educational intervention is essential. This study explores the development of an adaptive climate change learning tool for children with physical and sensory difficulties in East Nusa Tenggara, one of the most disaster-prone regions in Indonesia. Guided by the Bicycle Model Framework, codeveloped by Hannele Cantell and her team, the research employed participatory action research methods, including observations, visual diaries, focus group discussions, and interviews. A gaming-based approach served as the central element, enhancing children’s learning motivation and long-term memory retention in climate change adaptation. The resulting tool, GENERAKSI, is a role-playing board game designed to foster cognitive, affective, and psychomotor skills through strategic road arrangement, body movement, and collaborative teamwork. The findings demonstrate that an inclusive educational gaming approach can generate diverse playing patterns and responses among children with physical and sensory disabilities. This study highlights the potential of inclusive games as an innovative learning tool for climate change education and resilience.

ABSTRACT South African Indigenous Games (SAIGs), such as diketo, morabaraba, kgati, ncuva, and intonga, among others, have been utilised to introduce mathematical concepts at an early age. The concepts include measurement, making sense of numbers, algebra, geometry, and trigonometry, among others. While mathematics has been perceived as promoting a performance- or content-based curriculum, the concepts are introduced through play and actions of a competency- or outcomes-based curriculum that seems to cause tension. The tension suggests a need for a study that examines the utilisation of selected SAIGs to teach Grade R mathematics ideas. It was evident in the findings that all Indigenous games can equally be used by both boys and girls without being categorised based on gender. They can be utilised at a survival level of end users without necessarily expecting 100% performance or outcome, since the cultural belief systems of their custodians are unknown and probably unknowable. They proved effective when used in Grade R, where learners learnt naturally through play, making mathematics meaningful and culturally grounded. As such, this used a pragmatic paradigm with mixed methods, participatory action research (PAR), and a natural-driven curriculum rationale (NDCR) framework to guide document analysis, reflective activities, observations, and semi-structured interviews, and purposive with convenience sampling. As such, this study recommends ongoing studies on the impact of South African Indigenous games used in Early Childhood Education (Grade R) and Foundation Phase.

ABSTRACT Despite growing awareness of climate change’s disproportionate impact on historically marginalized communities, their voices remain underrepresented in research and planning. The Community-Academic Partnerships to Advance Equity-Focused Climate Action (CAPECA) project sought to bridge this gap by supporting equitable collaborations between community leaders and academic researchers. Grounded in participatory action research, popular education, and social equity frameworks, CAPECA supported 12 community-academic partnership (CAP) teams across California to develop and implement community-driven climate strategies. This descriptive case study draws on exit interviews, program archives, and team-generated materials to examine CAPECA’s 18-month training program. Findings show that CAPECA strengthened participants’ skills in inclusive facilitation, research design, and action planning. Teams applied participatory methods to co-produce knowledge, mobilize engagement, and center cultural and local priorities. Community-led strategies ranged from intergenerational learning and arts-based events to environmental monitoring and policy advocacy. CAPECA offers a replicable model for embedding equity and frontline leadership in climate resilience initiatives.

ObjectiveThis qualitative exploratory study aimed to deepen the understanding of selective disclosure among adolescents and young adults (AYAs) living with chronic conditions, particularly in the context of intimate relationships. The project created a space for AYAs to reflect on and share their lived experiences of managing chronic illness and disclosing it to potential partners.MethodsThe study used a participatory design that combined elements of Youth Participatory Action Research (YPAR) with citizen science. Four YPAR partners, young people with lived experience of chronic illness, were actively involved in all stages of the research process, including topic selection, recruitment, development of questions, data collection, analysis, and dissemination. Additionally, 44 AYAs participated as respondents to a longitudinal qualitative survey consisting of 35 open-ended questions that focused on intimacy, challenges, coping mechanisms, and support systems. NVivo 14 was used to code and analyze responses thematically.ResultsOf the 44 AYAs contacted, 27 answered all survey questions. The sample had a high representation of young women with diabetes and LGBTQ + individuals with ADHD and other chronic conditions. Levels of self-acceptance, feelings of empowerment, and previous experiences of disclosure shaped participants' willingness to disclose their health conditions in intimate situations. Supportive social and relational environments, including open-minded partners and trusted peer networks, encouraged disclosure. In contrast, experiences of stigma, fear of rejection, and concerns about being misunderstood or reduced to their diagnosis acted as barriers. Additionally, the presence of visible medication use or physical symptoms contributed to a sense of vulnerability, further complicating the decision to disclose.ConclusionThe study sheds light on the nuanced relationship between chronic conditions, self-identity, and intimacy among AYAs. It highlights the importance of creating supportive environments and promoting open communication in both clinical and social settings. By integrating YPAR partners throughout the research process, the study highlights the value of participatory methods in capturing diverse youth perspectives and promoting more empathetic approaches to addressing intimacy related challenges in healthcare contexts.MESH termsChronic Disease / psychology*; Qualitative Research; Truth Disclosure*; Young Adult.

ABSTRACT This critical participatory action research examines how a translanguaging-infused project supports pre- and in-service teachers in California in their development of teacher agency to work with multilingual children effectively. Data sources include pre-service teachers’ final reflections from a course on multilingualism in early childhood and in-service teachers’ focus-group meetings following a workshop on translanguaging practices. Data are deductively analyzed, guided by the research questions: (1) How do participants conceptualise translanguaging after participating in the project? (2) What have participants learned from being engaged in the project? Our findings suggest that both pre- and in-service teachers developed agency through sensemaking and/or reflecting processes while conceptualising translanguaging as a language practice and/or a tool for equity. This study also finds that participants enacted teacher agency by engaging in the collaborative processes of creating bilingual teaching materials, building dispositions needed for transformative practices. Participants identified ways to advocate for linguistically and culturally diverse children, seeing themselves as agents for social change. The study has implications for policymakers, teacher educators, and families. Policymakers must prioritise language equity in educational policy, teacher educators should embed translanguaging practices throughout coursework, and families must work as partners in this work, sharing their linguistic and cultural knowledge.

This research proposes a digital commons design framework to transform a privately-owned donation platform into a community-managed platform (digital commons) with a local network of civil society organizations (CSOs) in Brazil, aiming to understand the value of this approach for fostering an equitable digital society. Digital commons platforms are collectively owned and managed by a community of users rather than governments or corporations. Addressing the United Nations’ call for digital commons as a global public good, we introduce a novel design framework, which translates Ostrom’s seven rule types for collective action situations into actionable design propositions. Using Participatory Action Research (PAR), we engaged CSOs in co-design workshops to re-design an existing mobile app into a digital commons platform. The findings present insights into applying this framework and the key concepts of digital equity as defined by the platform’s community members, offering a practical approach to create more equitable platforms.

ABSTRACT There are growing calls for educational psychologists (EPs) to adopt social justice as an approach through which to develop their practice and service delivery. Several emerging frameworks for integrating social justice have recently been published but are yet to be empirically examined. This paper describes a cycle of participatory action research (PAR) with one English educational psychology service (EPS) exploring its initial use of a social justice reflective resource (SJRR) and how this could inform service development. Transcripts of research group meetings were examined through content analysis. Findings demonstrate that the use of the SJRR enabled a structured process for reflection around existing areas of strength and directions for future development towards embedding social justice. Starting with reflections on positionality instigated the development of a values statement and informed policy writing for the EPS. Participants described how, following initial experiences of discomfort, they were supported to put “espoused theories” into action across the levels of EP service delivery from individual practice through to wider systemic change. Future research should prioritise the inclusion of diverse perspectives to ensure the impact of the SJRR is valued by those most affected by social injustice.

ABSTRACTBackgroundAdolescent engagement is critical to ensuring research meets adolescent health and well‐being needs; however, it is not common practice. To maintain research quality, meaningful adolescent engagement requires tailored support and training, yet limited resources exist globally. This study aimed to describe the co‐creation process and outputs of developing a freely accessible online course to build adolescent research capacity in public health (14–24 years).MethodsAn iterative participatory co‐creation research design with four stages, grounded in Positive Youth Development Theory (strengths‐based) and Youth Participatory Action Research (YPAR) principles (participatory, inquiry‐based and transformative). Adolescents, academics and community partners collaborated at every stage as equal knowledge holders. Stage i: An evidence brief was developed synthesising literature reviews and diverse adolescents' lived experience to inform course development. Stage ii: A co‐design workshop was held in March 2025 to design the course structure, style and delivery through interactive group activities, dot‐voting and inclusive dialogue. Stage iii: Content was drafted with iterative rounds of feedback with knowledge holders. Stage iv: Course production and user‐testing, hosted on Open edX.OutputsThe iterative co‐creation process with 37 knowledge holders (43% 14–24 years) led to an online course structured into six core modules: (1) The power of engaging young people in research, (2) What is public research?, (3) Ethics—how to do research the ‘right way’, (4) Mentally safe participation, (5) How to get involved, and (6) How to apply learnings. Consensus was reached on style and delivery of modules to enhance engagement, content credibility and trust, reflecting adolescent priorities. The course is self‐paced (~3 h duration), strengths‐based, interactive and accessible (e.g., short videos, quizzes, closed captions, audio‐visuals and grade‐8 reading level). It launched in October 2025 and is accessible worldwide.ConclusionThe co‐created accessible online course aims to support adolescents to be active contributors in public health research. This training has potential to create pathways for inclusive and sustained adolescent engagement in research, translating into evidence‐based research and policy. Effectiveness of the training will be assessed through a mixed‐methods evaluation.Patient or Public ContributionAdolescents were involved in all co‐creation stages from inception to delivery, at various capacities within the Health Hive Steering Committee as paid employees. They were provided mentoring and training to fulfil their role throughout each stage. Their contributions included developing the grant proposal, conceptualising the study name and logo, and informing the workshop evidence brief and agenda. They also played an active role at the co‐design workshop, including facilitating and presenting. Further, adolescents informed the course structure, content and delivery of the course and provided iterative feedback during the content creation stage. They also featured in the production of course materials including videos and audio recordings and user‐tested the course. They also engaged as co‐authors of this manuscript (S.W., E.S., K.C., E.W. and D.M.). A checklist adapted by Nagata et al. 2025 of reporting research with adolescent and youth engagement is available in the supporting material.

ABSTRACT Despite a growing interest in taking a participatory or co-research approach to research with young people with a learning disability and/or autism, there is little written about navigating the institutional processes as a doctoral researcher. This paper reports on a PhD study that embraced a participatory action research approach with young people with autism and/or learning disability. It examines and critiques the possibilities of participatory and co-research approaches and the constraints of institutional ethical processes. Drawing on the philosophical framework of epistemic injustice, it offers a reflective account of how university processes and ethics procedures could undermine the co-researcher roles held by the young people. Ethical frameworks rely largely on deficit views of young people with learning disabilities and/or autism, often positioning them as vulnerable, incapable and in need of protection. This paper argues that while ethical procedures are there to keep everyone in the research safe from experiencing harm, sometimes they result in exclusions, reinforcing of stereotypes and distorting power dynamics in participatory research. This paper contributes to debates on research governance and promotes the reimagining of ethics processes which recognise young people with autism or learning disabilities as capable and epistemically competent contributors to knowledge.

The Use of Research Evidence (URE) and Youth Participatory Action Research (YPAR) fields have developed in parallel. YPAR grapples with challenges of timeliness, 'traction', and sustained impact: Where does YPAR evidence go, who hears it, and what happens after youth present their findings? URE frameworks developed primarily with professional research in mind, leaving unexamined the use of evidence generated by students within the systems youth seek to change. Cross-pollination of YPAR and URE strengthens both fields and requires intentionality. URE concepts such as absorptive capacity and brokering illuminate pathways and barriers to YPAR impact, yet must center internal knowledge generated by youth, address power dynamics, and resist reducing YPAR to a transmission model of evidence delivery. Drawing on our UC-Berkeley-SFUSD Research-Practice Partnership focused on promoting student engagement and reducing chronic absenteeism, we examine how URE concepts sharpened our questions about organizational learning and decision-making. Districts must expand absorptive capacity to include YPAR as legitimate internal knowledge. Brokering must account for power differentials when youth critique the institutions that serve them. Political and symbolic uses of YPAR risk tokenizing youth input when decision-makers fail to act - or act in ways that contradict youth goals. Advancing authentic YPAR integration into system routines requires strategic advance planning, structures connecting evidence to decision-makers, and intentional space for multiple interest holders to shape questions and actions. We call for large-scale empirical investigation of YPAR URE, comparative designs to assess the value-add of YPAR, and systems mapping to clarify pathways to impact.