From a 30-minute pitch to a lasting legacy, the 2025 Youth Voice Jr project at Sanctuary Point Public School showed what’s possible when young people are trusted to lead.
A High-Energy Start
What began as a last-minute timetable change in November quickly became a defining moment for the group of student leaders participating in the project. After learning the what, who, where, and when of pitching, students turned their project ideas into pitches and delivered them to the school’s executive team. All the pitches related to the school’s Aboriginal Garden, with three distinct ideas presented.
“It was pure chaos for everyone as there was also an assembly on,” Ash, Project Assistant, reflected. “The group couldn’t fathom the fact they had to do their pitches within the next hour. However, they grouped together and passion flooded the room. The pure excitement that rushed throughout each individual student was incomprehensible.”
A moment that really stood out, Ash said, was when she encouraged the students to relax and have fun: “After that talk, all their nerves settled, and they entered flow state whilst creating their pitch.” Even with very little preparation time, the students delivered clear, compelling, and purposeful pitches, genuinely impressing the school’s executive team.
“What stood out most was their adaptability. Without complaint, they rose to the challenge and exceeded expectations,” said Maiki, Project Lead.
A Project with Purpose
From the ideas pitched, the Bush Tucker Planting Project was chosen. The project resonated deeply because it connected culture, sustainability, learning, and legacy. It was practical, meaningful, and grounded in respect for Country, while offering long-term benefits for the school community.
Ash reflected on the students’ excitement: “They were thrilled at that positive decision and loved that they were given the opportunity to get hands-on with choosing and planting these plants.” She also noted the strengths students showed during this stage: “I saw them display teamwork and cooperative thinking skills. Throughout the experience, everyone displayed impressive emotional intelligence and great knowledge of current world issues, which was incredibly helpful in curating their pitches.”
The delivery team observed that seeing their ideas taken seriously reinforced a powerful message: young people’s voices matter.
Turning Ideas into Action
Once the project was confirmed, students moved straight into planning mode. Using Design for Wiser Action tools, survey data, and teacher and peer feedback, they worked through a full project plan in small groups, each tackling different sections. By the end of the session, they had completed a draft plan and were ready to act.
With support from Maiki in the background, the planting day, which took place in the final week of Term 4, was a great success. The students naturally stepped into roles as planters, organisers, problem-solvers, and collaborators. One group dug and planted, another prepared and placed wet soil, while a third managed mulching and watering.
“Leadership emerged naturally, with students supporting one another every step of the way,” said Maiki.
Despite some challenges throughout the day, the students remained flexible and engaged. When digging holes for the new grass trees proved difficult due to site limitations, they calmly found creative solutions.
“Instead of frustration, the students chose teamwork and problem-solving,” said Tash, ProjectCoordinator.
Ash highlighted a proud moment: “I believe that when they all got hands-on and saw all the plants we had supplied, they fully realised that we listened to them and it was real.”
Certificates, Recognition, and Reflection
Completing the planting together was a powerful milestone. Seeing their ideas physically take shape — roots in the ground, mulch laid, water poured — marked a collective “we did it” moment that won’t be forgotten. Students were surprised and thrilled to receive certificates and mascot cups recognising their contribution.
Through Youth Voice Jr, students built confidence, communication, and leadership skills, and experienced what it means to create change together.
“They all knew each other well, but the program really brought them closer together,” Ash reflected. “All the young people developed their researching, empathy, data collecting, observation, and pitch-making skills. I’ve found that all the students have gained so much confidence since being able to speak up about these things.”
The Bush Tucker Planting Project contributed to Aunty Mally’s ongoing Aboriginal Garden project. It strengthened cultural connection within the school and left a living legacy for future students. Surveys with the students confirmed what the team observed throughout the project: students felt strongly engaged, increased their confidence, and experienced genuine pride in their participation.
Once the planting was finished, Aunty Mally thanked the students for their contribution and acknowledged the legacy they were leaving as they move into the next stage of their lives. We would also like to extend our thanks to Aunty Mally, Tom Roach, and the school executive team for their support and guidance throughout this project.
Looking Ahead
We’re excited to continue this work with students at Sussex Inlet Public School in Terms 1 and 2, 2026. We’ll be keeping our readers updated on our progress as we continue advocating for youth voice in our community and supporting young people to lead meaningful change.