In my place, there is one teacher who is my friend. She told me that "In primary school classroom, I would adapt this activity by allowing younger learners with limited writing skills to express their messages through drawings or by dictating sentences for me to scribe, while encouraging older students to research local people in power to make their messages more specific and effective; I would also ensure cultural relevance by focusing on familiar local issues like playground safety or environmental concerns. To support my students, I would use pre-discussion “think-pair-share” activities, guide brainstorming sessions to help them choose meaningful topics, and provide scaffolding tools such as sentence starters to help them express their ideas clearly. As follow-up, I would have students write letters or “I messages” to local decision-makers, create a classroom “Message Box” for sharing, and develop a community “wish list” with key ideas sent out. I would display their messages on a school advocacy wall or share them with local leaders or newspapers to raise awareness. Finally, I would reflect on the process by noting student engagement, recognizing surprising insights, especially from quieter students, and observing how the activity helps build their confidence and sense of empowerment as active contributors in their community."