The participation and engagement element of IiC’s offer consisted of an initial focus group meeting with children with each of the STAR schools as early into the project as schools could accommodate, and then a follow-up focus group at the end of the summer term with the opportunity for any light-touch support required throughout the academic year. The aim of the discussions at the beginning of the project was to identify examples of good practice that supports pupil wellbeing, challenges affecting pupil wellbeing and reasonable adjustments suggested by the children and young people which could inform the school action plan and a whole school approach. There are various examples of dialogue and change that have come from the participation work with young people, some of which are reasonable adjustments for individual young people and others as part of a whole school approach. Some of the children and young people identified that since their school became a part of the STAR project, there are designated spaces within school where children and young people can go to self-regulate when they’re struggling. One primary school has introduced a Calm Corner as an outcome from the pupil wellbeing survey: “Calm corner has directly made a big impact on the school.” Often young people in secondary school reported issues around accessing toilets during lesson time. Students from one secondary school reported in the follow-up focus group that since raising it as an issue, school have been more flexible: “Some teachers are less strict about going to the toilet, as long as people aren’t asking every lesson.” Children and young people commented on some extra curricular activities and resources that have been introduced in school that has a positive impact on pupil wellbeing. Secondary school example: “There’s more clubs at school and if you suggest one the staff will try and make it happen, such as film and STEM club.”