Abstract
Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022). The International Survey of Children’s Wellbeing reports that children and young people feel adults do not listen to them. As academics working in the Education Department of a University, our research aimed to generate a greater understanding of children and young people’s lived experiences of school. Employing youth co-participatory action research with children (pre-18) and undergraduate students on education and pre-service teacher programmes (post-18), the research aimed to create a greater understanding of their experiences and amplify their recommendations for a more responsive curriculum. Drawing on arts-based methodologies, the study captured their in-depth critical reflections through poetry, movement and imagery. Drawing from self-determination theory, the data reveal four inter-related themes: seeking connection, mental health, curriculum and powerlessness. In reframing children and young people as active recipients for curriculum reform, the findings are presented as a visual manifesto poster co-designed with participants. The research provides critical insights and recommendations into youth perceptions of a ‘curriculum for life’ for educators and policymakers.