Wellbeing is a multifaceted, complex and contested concept (Svane et al., 2019) that has gained increased attention and become more visible in education and research in recent years. With a greater focus on young persons’ wellbeing in Ireland (NCCA, 2021), this study supports efforts to nurture wellbeing in school by deepening our understanding of the multiple perspectives held by students regarding wellbeing. The participatory art-informed approach to this study aims to gain insights into the students’ perspectives and experiences of wellbeing, and into how young people perceive that their school supports their wellbeing. Photovoice is used as a reflective tool for students to explore what supports their wellbeing in their school context and as a tool for collaboration with teachers and other stakeholders. The participatory approach in itself aims to foster wellbeing, relationships and connectedness. Consistent with one of the overarching purposes of arts-informed research, it is an explicit intention of this study to reach audiences such as parents, students, and management boards. First-year student wellbeing was explored using photos and narratives from 43 student participants. The data was analysed using thematic analysis (Braun and Clarke, 2006). The participatory study design aimed to strengthen student voice and agency throughout the research process; a Children’s Research Advisory Group (CRAG) was involved in each step of the research process including with presenting findings which informed their own school-improvement plan and wellbeing programme. Six students volunteered for the CRAG. The research explores the potential power of images to access young people’s emotional stories and experiences of wellbeing, agency and belonging in school and will support professional development of teachers both at individual and whole-school level. This study demonstrates the significant and rich insights young people can provide when given voice. It highlights the impact relationships and connectedness have on student wellbeing and suggests areas for development that reflect student wellbeing in its complexity. The research concludes with recommendations regarding approaches that can assist schools in amplifying student voice, engendering greater agency, and contributing to decision making for an improved school environment.

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