Year 9 students worked in partnership with teachers to research and promote positive on-line behaviour. Students undertook initiatives in the areas of an official Year 9 Facebook page, liaison with teachers about positive on-line behaviour, development of an on-line survey and pastoral program, and parent education about cyber culture. (2009: see Connect 181: 15-17)

Student representatives from Grades 3 to 6 formed a Student Action Team to investigate cybersafety in the school and community. They researched the topic through discussion with peers and teachers, via the internet and through personal experience; they also surveyed students about issues they faced. Finally they created several strategies to increase cybersafety in the school. (2010: see Connect 185-186: 3-4)

All Grade 5 students at three primary schools examined local issues about environmental sustainability within their Inquiry units. They worked together to define what the most pressing environmental issues were, what influenced them, and what they could do to change them. They then took action to improve environmental understanding and responses within their communities. Loyola College Drama students worked with the primary schools to reflect and portray the issues and action facing students. (Term 2, 2011; see Connect 189: 9-12)

Also, reflections on Student Action Teams as Inquiry Learning from these schools. (2011: see Connect 191: 8-17)

Grade 5-6 students undertook research about the promotion of healthier food choices. They collected data from students across the school on eating patterns at home and at school. Based on this information, students brainstormed possible actions and communicated their findings and recommendations to the whole school community. (2009: Connect 181: 10-13)

Using the 'Design for Change' framework, students at a primary school in Bhutan investigated issues around litter and packaging. This led them also to consider the link of these issues to nutrition. They developed Food Focus Days and campaigned to decrease packaging-related litter. (2010: see Connect 183: 3-4)

A Team of students from Grade 4, 5 and 6 from these two schools worked together over several years to investigate what 'engagement' meant, what shaped it, and what could be done to improve it. The teams were made up of both engaged and disengaged students. The teams finally published a 52-page cartoon book for teachers and others about their experiences and what they had learnt - and what schools can do to build engagement. (2007-2009: see Connect 168: 3-9; Connect 172: 3-5; Connect 175: 9-13; Connect 180: 7-8; Connect 182: 26; Switched On To Learning [book])

All Year 5 and 6 students are investigating the meaning of 'school engagement' and the factors that affect it. Based on their research, they will then develop, propose and take action to improve engagement. (2011; see Connect 189: 4; also see major article in Connect 193: 3-13)

All Year 4, 5 and 6 students are investigating the meaning of 'school engagement' and the factors that affect it. Based on their research, they will then develop, propose and take action to improve engagement. (2011: see Connect 189: 5-8)

Each Grade 6 student is a member of one of eight teams, tackling issues such as Arts, School Assemblies, Peer Support and so on. These teams meet weekly with a staff member. Some teams are more 'Student Responsibility Groups', but others have a research and change agenda.(2011; see Connect 189: 17-18)

Using a 'Students as Researchers' approach, Year 10 students investigated the teaching and learning of Year 10 Science in a secondary school. They provided feedback to the school and recommendations for changes in how science was taught.  (2008-2009: see Connect 179: 3-6; Connect 182: 14-17)

A small team of Year 5 students investigated the question: 'How can we ensure all our voices are heard?' They discussed what Student Voice meant and how it was supported in the school.  They collected data about participation in classroom meetings (circle time) and interviewed 39 Year 3-4 students about their understanding of and practice of student voice. The team made recommendations to the school leadership about improvements in classroom meetings and produced a 'training' DVD for students on effective meeting processes. (2009: see Connect 180: 15-18)

Year 7-8 students at a Lebanese school used 'Students as Researchers' approaches to investigate and act on a variety of topics: favourtite subjects and teacher qualities; playground activities; girls and their weight; how orphaned children live; improving the library; relationships between students and teachers; garbage in the playground. (2011: see Connect 191: 17-19)

Students from a cluster of primary schools and the secondary college into which many feed investigated issues around the transition process. Based on their research, students organised a student-run 'Back To' Day involving Year 7 students returning to their primary schools to answer students' questions and concerns about the transition process. (2010: see Connect 185-186: 14-15)

Students from two primary schools and the two (single-sex) secondary colleges into which many feed, investigated the issues involved in the transition process - primary students' hopes, fears and concerns, and secondary students' experiences. Based on their research and action, the teams organised school-based activities, information and changes around the transition process. (2009: see Connect 180: 25-29)

Students from a cluster of primary schools and the secondary colleges into which many feed, continued an investigation into the issues around the transition process. Based on the research and action of students in the previous year, teams of students from the cluster of schools organised a student-run 'Expo Day' involving activities and information about the transition process. (2010: see Connect 185-186: 16)

Students from three primary schools worked with the secondary college into which many feed, to investigate issues around the transition process. Based on their research, the students organised a program of activities and information about the transition process. (2010: see Connect 185-186: 17)

A team of Year 8 students from Mitchell HS in Blacktown investigated the hadest and best things about going to high school from primary school. They surveyed students at their own and feeder primary schools and, on the basis of the results, conducted forums to advise primary school students about life in secondary schools. (2009: see Connect 182: 18-20)

Initially seven, and then an expanded group of 15 Year 5-6 students, led classes to investigate the operation of values education in the school. They selected five values to be the focus of their research and developed surveys and other methods to find student, parent, teacher and community views on the importance and enactment of these values. The team then developed school-based action - mainly in the form of education - around improving awareness of and commitment to the values. (2009: see Connect 181: 18-20)

As part of an inter-school Student Action Team approach, a team of students from Year 8 and 9 were formed to investigate values-based issues in the school, and this operated as part of the curriculum. Documentation describes the initial phases of setting up the team. (2009-2010: see Connect 181: 7)