More and more young people are raising their voices for issues that are important to their communities and their generation. However, research suggests that young people perceive a lack of opportunity to influence decisions and policy makers. This can generate concern and, in some cases, anxiety as many feel unable to address issues such as climate change or contribute addressing employment or cost of living issues shaping their daily realities. As a result of feeling disempowered by mainstream processes, some young people engage in protests or disruptive actions whilst others simply disconnect from social engagement as seen by the increasing numbers of young people intensely engaged in virtual reality gaming and other screen time activities. Significantly, researchers point to how engagement levels are lowest in youth from socio-cultural backgrounds that differ from that of the core cultural group of a school, town or city. Learning for sustainability (LfS) provides an opportunity to address this social challenge as well as advance the green transition. A first step may be to recognise that young voices hold a unique perspective on issues that affect them and that they can make a valuable contribution to more sustainable futures. Those engaged in education should consider not just the views and expectations of young people as they seek to actively participate in society, but also how best to fulfil the responsibility of equipping young learners with the skills and experience needed to effectively engage. The focus of this paper is on school education and learner participation with the intention of informing education policy-makers on how to assist in upscaling efforts and creating additional spaces for youth engagement in, and through, formal education.