The first component of the project requires students to become well informed about the nature of the problem they will address and the ways in which teachers and human service agenices respond to the problem. In addition, students interview a representative of a human service agency. From this interview students learn about the prevalence of the problem locally, systems which are legally required to assist young people with the problem, steps typically followed in identifying a young person with the problem, and ways in which the schools and the agency work together. Finally, students conduct an internet search for national organizations and resources which target the problem. Once students have examined the problem, they develop an advocacy project, usually in consultation with an agency representative.
Students learn that advocacy can take place at all levels of children's ecosystems.
For example, students can attempt to influence students' microsystems by interacting directly with young people, their families , friends or teachers. They can attempt to change the exosystem-institutions such as the parents' workplace or city commission which children have no direct contact with but which influence their lives. Finally, students can try to affect the macrosystem by, for example, altering laws or policies affecting children.