Educational research that advocates strongly for children’s rights is both welcome and essential in today’s Aotearoa where 155,000 or 14 percent of children live in material hardship, 295,000 or 28 percent live in income poverty, and 90,000 or 8 percent live in low income and material hardship households. Such figures starkly contextualise national legislation and policy statements that acknowledge the principles of educational inclusion, participation and serving the best educational interests of children, but fall far short of their realisation. The editors and contributors to this volume are to be commended for documenting practical ways in which children and young people can be empowered to work alongside researchers in order to have their voices heard, listened and acted upon in meaningful, life-improving and life-enhancing ways through ordinary, day to day teaching and learning practices. This book encourages educators to make personal and collective moral commitments to increasing children and young people’s agency as learners. We might all readily agree that children have the right to articulate and advance their best interests. This book begins the far more difficult task of trialling diverse ways in which adults can help children realise their rights in formal educational settings.