The first round of action-research in our ten international case-studies revealed young people aged 14-16 wanted more participation in their educational institution processes and practices (Ruddock and McIntyre, 2007). Few young people participated in activities, clubs, societies, or heritage trusts outside their education institution. Young males played football, but few young females played sports and many young males and young females preferred participation in social-media outside their education institution. The paper presents a theory of participation in systems of learning that emerges from our evidence gathered through partnerships between schools and the academy. The theory identifies young people need to endorse common principles (Clayton, 2014) of participation to include and respect all (Taysum and Slater, 2014). Educational leaders’ evidence informed intervention strategies can positively impact young people's inclusive and respectful participation in the action-research. The theory of participation conceptualises young people's need for opportunities to pursue their ambitions and interests. Leaders' intervention strategies may develop young people's participation in attaining target examination outcomes to achieve their ambitions. We then develop the theory of participation regarding young people pursuing independent interests and ambitions to enable them to be drivers of social change. To do this they need to understand their future identity as potential consumers, employees, employers, and entrepreneurs with Small and Medium Enterprises (SME) that challenge public corporations in a variety of ways. Leaders' strategies might develop young people's knowledge, skills and experience to be independent socially responsible drivers of change, and advocates of moral liberty (Rousseau, 1762). We conceptualise how young people may contribute to re-embedding the economic system (Polanyi, 1944) in society through regeneration and innovative activities with SMEs. They might advocate for the state comprising of multifarious interests (Dewey, 1916) to legislate Public Corporation's Social Responsibility (Mitchell, 2012) whilst respecting cultural relevancy. Cultural sensitivity is important when building capacity and expanding the research into other nation states. We theorise how young people are well situated to bulid capacity in Europe and Globally using the social media networks they have already developed.

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