  Using 6 years of evaluation data we assess the medium- and long-term impacts
upon a diverse range of students, teachers, and schools from participating in a
programme of protracted university-mentored projects based in cutting-edge
space science, astronomy, and particle physics research. After having completed
their 6-month-long projects, the 14-18 year-old school students report having
substantially increased in confidence relating to relevant scientific topics
and methods as well as having developed numerous skills, outcomes which are
corroborated by teachers. There is evidence that the projects helped increase
students' aspirations towards physics, whereas science aspirations (generally
high to begin with) were typically maintained or confirmed through their
involvement. Longitudinal evaluation 3 years later has revealed that these
projects have been lasting experiences for students which they have benefited
and drawn upon in their subsequent university education. Data on students'
destinations suggests that their involvement in research projects has made them
more likely to undertake physics and STEM degrees than would otherwise be
expected. Cases of co-created novel physics research resulting from PRiSE also
has seemed to have a powerful effect, not only on the student co-authors but
participating students from other schools also. Teachers have also been
positively affected through participating, with the programme having influenced
their own knowledge, skills, and pedagogy, as well as having advantageous
effects felt across their wider schools. These impacts suggest that similar
`research in schools' initiatives may have a role to play in aiding the
increased uptake and diversity of physics and/or STEM in higher education as
well as meaningfully enhancing the STEM environment within schools.
