The aim of this study is to analyse the process of gestation, development and scope of student participation as a movement for change and transformation in two participatory action research projects. Based on a common thematic axis, educational transitions, the construction process and the methodological development of participation are explored in a transversal manner in both cases. The first study, developed with the local community, achieves the involvement of 9 educational centres and various social entities from the surrounding area. The second case involves the school community of an Infant and Primary School, made up of students, families and teachers. In order to analyse the processes developed the comparative method assisted by the Maxqda22 software is used. The results outline 4 principles of action as pillars to promote participatory processes in the school community (both inter and intra-school) spaces/times for participation; recognition; respectful relationships; and training in participation.