“You’re not…just one single flower”

Within the community schools framework, children are recognized as important stakeholders in their educational experiences and are often given opportunities for shared leadership and collaboration with other school-community members (Community Schools Forward, 2023). Youth perspectives are invaluable and can enhance community school initiatives, including aspects such as programmatic structure and the provision of youth and family support services. This study utilized Photovoice to investigate the impacts of a University Assisted Community School (UACS) located in the southeast portion of the United States. More specifically, the purpose of this study was to better understand how six children in fourth and fifth grade perceive their full-service UACS program and the impacts it has had on them over time. The findings from the analysis highlight two themes and four sub-themes. Learning to be in a community is the first main theme. It entails two sub-themes described as leadership and promoting a positive environment. The second main theme generated from the analysis is community isn’t limited to something physical. This theme is also comprised of two sub-themes: community as memory and community as symbolic. Results from this study have implications for youth care practitioners, researchers, program evaluators, teachers, and other community school stakeholders.