Drawing from last year’s symposium, this paper focuses on how students’ views are to be taken into account in the process of fostering more equitable schools. Lessons learned in the earlier action research process that occurred in Portugal from 1999 to 2002, based on the Index for Inclusion (Ainscow and Booth, 2001) are presented regarding how to enable students’ voices to emerge and what kinds of impacts these voices can have in the school’s improvement plans. There have been ongoing developments since then. The lessons learnt and the whole dissemination process of a “School’s Development Guide – Learning From Difference”, by the High Commission for Immigration and Intercultural Dialogue, inspired a new action learning initiative aimed at empowering groups of volunteer students as researchers. Since November 2009, this initiative has been developed in two secondary schools in the Greater Lisbon urban area. One of them has a very diverse school population from an extremely deprived area. The initiative involves organising and preparing groups of students to develop a small study on issues of inequity in their school communities. The paper will report the first steps of this process.