The aim of this study was to assess the quality of the processes of a Youth-led Participatory Action Research (YPAR) citizenship education project by examining a 2-year intervention that involved 43 Italian high school students. We collected qualitative data (focus groups with students and interviews with teachers) to capture participants’ perspectives, as well as longitudinal quantitative data to monitor the process over time (assessing school climate, perceived quality of participation, and group participation norms). The results revealed that YPAR was successful in reducing hierarchy, facilitating group activities, and recognizing youth voice, thus changing students’ perception of their school environment and views on participation and active citizenship. The intervention also changed teachers’ perceptions of students. YPAR proved to be a suitable option for citizenship education in school.

本研究的目的是通过检查一项涉及 43 名意大利高中生的 2 年干预措施来评估青年主导的参与式行动研究 (YPAR) 公民教育项目的过程质量。我们收集了定性数据（与学生的焦点小组和与教师的访谈）以捕捉参与者的观点，以及纵向定量数据以随着时间的推移监测过程（评估学校氛围、感知的参与质量和小组参与规范）。结果表明，YPAR 成功地降低了等级制度、促进了团体活动和识别青年的声音，从而改变了学生对学校环境的看法以及对参与和积极公民的看法。干预也改变了教师对学生的看法。