The formation of an Aboriginal Student Action Team - originally of only indigenous students, but then involving other students interested in indigenous affairs - came from expressed student dissatisfaction about prejudice. The Team was not just to seek ideas from students, but to enable them to be involved in real and significant change.  2005-2008: See Connect 177: 3-8

In the initial Statewide Student Action Teams program, teams of students in 20 Government secondary schools were commissioned by the Department of Justice and the Department of Education to investigate the meaning and improvement of 'community safety'. They undertook various specific issues according to their local identification of issues, researched them and developed actions to improve safety. Phase 2 of the Statewide project involved 35 primary and secondary schools across the state, with a focus on 'community involvement'.  1999-2001: See Connect 119: 20-21; Connect 128: 15-22. Also see: Student Action Teams Manual (2003) and Youth Research Centre Evaluation Reports (Holdsworth, Stafford, Stokes and Tyler, 2001 and Holdsworth, Cahill and Smith, 2003).

Following on from their experience with Student Action Teams around traffic safety (see below), a cluster of primary and secondary schools in the Darebin area in Melbourne's northern suburbs worked together again in Student Action Teams to investigate and act on issues of environmental sustainability in the area. 2005-2006: See Connect 153: 15; Connect 163: 3-7; Student Action Teams book

Student Action Teams and Student Responsibility Groups operate in the areas of Environment, Wellbeing, Social Action and Spirituality.  2008-2009: See Connect 177: 9-11

As part of the first statewide Student Action Teams program on Community Safety, students at Heatherhill SC worked with the Victorian Police Youth Corps and CFA to publicise issues of home safety and house fires. The students investigated causes and prevention and set up a display and campaign in Springvale Shopping Centre.  2000: See Connect 124-125: 15-16

Students from three primary schools in Melbourne's eastern suburbs were commissioned by WaterAid Australia to investigate and take action on issues associated with the International Year of Sanitation. They used an approach they referred to as SEED: Students Engaging Exploring Doing.  2008: See Connect 176: 3-6

Magill Junior PS supports a series of Action Teams (or Student Responsibility Groups) in Grades R-2. Short examples are provided by students in seven areas: Choir, Peer Mediation, Active for Life, Library, Environment, School Image and Newsletter. These are linked through representatives from the Action Teams and Buddy Groups on the Student Council.  2004: See Connect 151: 4-5

Students and ex-students of an Intensive Language Centre in South Western Sydney formed a Student Action Team to investigate issues around the transition of students from the Language Centre to High School. The developed an information DVD for both Language Centre students and students in the High School.   2006-2007: See Connect 166-167: 21

Students at North Adelaide PS were involved as consultants to the Adelaide City Council on two projects: making Rundle Mall more appealing to young people; and upgrading the 12 play spaces in the Council area. The students surveyed other students and, in response, designed ideal play spaces and the Mall. They presented their responses to Council. 2002: See Connect 141: 3-7

Public Achievement is a model of sustainable civic engagement that shares many characteristics with Student Action Teams. It involved primary and secondary school students engaging in real public issues to make a difference to their communities.  This outline includes examples from Moldova, Romania, Turkey and Palestine. 2008: See Connect 171: 3-8

Grade 5/6 students set up a project to investigate and meet the needs of St Gemma's school for disabled children in Papua New Guinea. They made contact with the school and found that stationery was needed. They approached local businesses to contribute and organised donations from their school. They sent crates of material to PNG. The next year, students organised 14 computers for the school. 2004: See Connect 152: 9

Students from Years R-12 are invited to join a team of their choice from five options: special days/events, lunchtime activities, environment, values, and community. Each SWAT team (Students Working Actively Together) consists of students, a staff member and a parent, and the meet fortnightly to investigate, plan and act in their area. 2008-2009: See Connect 178: 3-8

A cluster of primary and secondary schools in the Darebin area in Melbourne's northern suburbs worked together to form Student Action Teams to investigate and act on issues of traffic safety in the area. 2003: See Connect 140: 3-4; Connect 142: 17-18; Connect 143-144: 3-15; Student Action Teams book

With support from the Australian Values Education Good Practice Schools Program, a large cluster of Government primary and secondary schools (that had already been using Student Action Teams around other issues) set up Student Action Teams approaches to support student investigation and action about Values Education in the schools - and about the enactment of values in their communities. 2007: See Connect 166-167: 5-20; Connect 172: 6-7; Connect 173: 9

With support from the Australian Values Education Good Practice Schools Program, six Catholic primary schools used Student Action Teams approaches to support student investigation and action about Values Education in the schools - and about the enactment of values in their communities. 2005-2007: See Connect 157: 6-7; Connect 166-167: 5-20; Connect 172: 6-7; Connect 173: 9