The publication of the government’s youth matters strategy signals a welcome shift. It signals a stronger commitment to listening to young people and involving them in shaping what comes next. But in practice, many schools and partners are already doing this. The question now is what happens next. Spending time with young people recently at a regional Youth Matters event in Newcastle brought this into sharp focus. They spoke clearly about the issues affecting their lives, from mental health and safety to opportunity and belonging. But more importantly, they didn’t just want to be heard. They wanted to shape ideas, test solutions, and act on them. That shift, from voice to role, has important implications for schools. With the government’s newly-announced enrichment expansion plans, there is a clear opportunity to embed this shift in practice. By placing young people’s voices at the centre of design and delivery, enrichment can move beyond participation and position young people as active partners in shaping decisions, direction and ultimately the opportunities available to them. Here are five practical ways to respond. 1. Move from pupil voice to pupil ownership Most schools have established ways of gathering pupil voice. But too often, this is where the process ends. If we want young people to build confidence and agency, they need more than a platform. They need ownership. That means creating opportunities for pupils to develop their own ideas and to take responsibility for delivery from start to finish. The difference is subtle, but important. Voice invites contribution and ownership builds confidence. 2. Create space for action, not just discussion Young people are used to being asked what they think. What’s less common is being given the chance to do something with it. Schools can bridge this gap by allocating time for student-led projects, supporting small-scale pilots of pupil ideas and embedding project-based learning approaches. This doesn’t need to be complex. Often, it’s about shifting from “what do you think?” to “what do you want to try?”. 3. Build confidence through real responsibility Confidence doesn’t come from being listened to alone. It comes from trying something, getting it wrong, improving, and seeing progress. Approaches rooted in self-determination theory show that young people thrive when they experience autonomy, competence and relatedness. In practice, this means trusting pupils with real responsibility, not just symbolic roles. 4. Strengthen the link between schools and local decision makers One of the clearest messages from young people is this: they are willing to step up but they need adults to listen, and act. Schools are in a unique position to bridge this gap. This could include bringing local leaders into student-led sessions, creating opportunities for pupils to present ideas to decision makers and building partnerships with organisations working across the community. For many young people, the issue isn’t a lack of voice. It’s a lack of response. 5. Back it with the right support and investment Turning ideas into action requires more than goodwill. It requires time, skilled facilitation and resources. Programmes like The Key to Find Your Spark create the structure and support for young people to develop and lead their own ideas. If we want young people to move from voice to action, we need to invest not just in opportunities, but in the conditions that make those opportunities meaningful. Momentum There is real momentum behind youth policy right now. But the challenge for schools, and the wider sector, is not in creating opportunities for young people to speak. It’s in creating the conditions for them to lead. Because being heard is only the beginning.