Our young people are remarkable. They are thoughtful, perceptive, and deeply aware of the world around them, yet too often they tell us they feel unheard or invisible. I’ve heard this first-hand, and it is a wake-up call. When young people say they don’t feel listened to, that isn’t disengagement. It’s a clear signal that we need to do better.

On 24 January, the United Nations International Day of Education challenges us to ask a simple question: are our learning systems truly shaped by young people’s voices, and are we willing to change when they speak?

If we are serious about that, empowerment matters. It doesn’t come from stepping away entirely or handing over responsibility without support. It comes from creating environments where young people feel safe enough to speak, confident enough to challenge, and trusted enough to shape what happens next. When people feel ownership of a space, they invest in it and influence one another positively.

The term “gentle parenting” is now widely recognised and has prompted much discussion, particularly among this generation of parents. Whatever views are held about it, those conversations have brought renewed attention to the importance of empathy, respect, communication and consistency. These ideas matter far beyond the home. Feeling safe, respected and listened to is fundamental in education and learning environments, where confidence, independence and positive engagement are built.

Every generation has something to learn from the last, and something vital to offer the next. Education is one of the strongest vehicles we have for making that exchange meaningful. It allows us to reflect honestly, build on what works, and shape a future that is more tolerant, informed and resilient.

This matters more than ever, when harmful ideas spread easily and many are searching for belonging. Young people are not just part of the challenge, they are part of the answer. Peer influence is powerful and can cut both ways, but with the right support it can challenge harmful narratives and build understanding from the inside out. That places a responsibility on all of us; as educators, youth workers, parents and role models, to create the guidance and conditions that help that influence take a positive direction.

At Adult Learning Wales, this work is led by practitioners on the ground. Through family learning and youth work, they build trusted relationships, set clear and consistent boundaries, and create spaces where young people feel safe to talk, question and develop confidence. They encourage critical thinking, help young people navigate complex influences, and work with families to strengthen communication and support at home. Through our youth work qualifications, we support practitioners to develop the skills and judgement needed to do this well, calmly, consistently and with care. This is how young people are supported to find belonging, build resilience and engage positively with the world around them.

Our task is not to speak for young people, but to create the conditions where their voices carry, and where education becomes something they genuinely feel they own. This matters deeply to me. As a mother, a grandmother, and as someone privileged to lead a national learning organisation, I am determined to do everything I can to help make that a reality.

By Kathryn Robson, Chief Executive