This paper builds upon critical and creative engagements with the politics and praxis of ‘youth voice’ (Mayes 2023) in sexuality education research (Quinlivan 2018; Ollis et al. 2022). It shares the methodological journey of an exploratory research project where creative methods were co-produced to invite a diversity of young people (aged 11-18) to be the critics and architects of what and how they are learning about relationships, sex and sexuality. Over 120 young people, across 6 schools and 2 youth groups in England, Wales and Scotland, participated in the making of ‘darta’ (arts-based data, Renold 2018). We follow this ‘darta’, from the field, and into a suite of creative research outputs: a film, poetry and darta ‘calling-cards’. Drawing on the concept of ‘youth voice assemblages’ to capture the material agency of ‘voice’, we explore how this empirical arts-praxis enabled us to attune to, animate and amplify the complex ways in which young people surface and share what matters to them on a wide range of topics (e.g. from periods and porn to gender and sexual diversity). In a sexuality education context which too often simplifies and silences young people’s feelings, views and experiences, we argue that a creative ontology of ‘youth voice’ is an ethical and political imperative for a more relevant, responsive and ethical sexuality and relationships education to come.