The Personal Engagement Institute is trusted by governments, NGOs, and world-class academic institutions to provide the architecture for meaningful connection through our proprietary Heartspace Model™.

A Record of Global Influence

The following initiatives, publications, and standards use the frameworks developed and stewarded by the Personal Engagement Institute. For more information, see the citations at the end of this page.

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Global Policy and Institutional Standards

The Institute’s frameworks serve as the theoretical and logistical architecture for international agencies and national governments seeking to transition from top-down delivery to authentic partnership.

• UNESCO Regional Bureau for Education: Our definitions of civic and economic engagement serve as a cornerstone for regional strategies across the Arab States.
• Library of Parliament (Canada): Institute methodologies were integrated into a national study on civic participation and institutional engagement commissioned by the Canadian Library of Parliament.
• Victoria State Government (Australia): The Department of Education utilized Institute models to define the evolution of authentic voice in its official briefing on new directions for learning and teaching.
• ASCD: Institute models were integrated into The Learning Compact Redefined, a national “Call to Action” that serves as a benchmark for modernizing the educational experience.
• U.S. Department of Education: Federal authorities cited Institute research as a key framework for enhancing school connectedness and fostering authentic participation in American schools.
• Strategy& (formerly Booz & Company): Methodologies developed by the Institute for putting people at the heart of reform were utilized to guide systemic changes within the Gulf Cooperation Council (GCC).
• Irish Second-Level Students’ Union (ISSU): The Institute’s Ladder of Engagement serves as the primary tool for national initiatives to realize authentic voice, challenging “false and empty” methods of participation across Ireland.
• World Scout Bureau: Frameworks from the Institute served as a foundational resource for the development of the World Scout Youth Involvement Policy, guiding engagement strategies for millions of people worldwide.

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Systems Transformation

The Institute provides the scaffolding needed to move large-scale organizations toward personal engagement.

• National Center on Advancing Person-Centered Practices and Systems: The Institute’s frameworks were utilized in Engaging People Who Receive Services: A Best Practice Guide as the definitive framework for federal public policy and system change.
• Alberta Education (Canada): The Institute provided expert guidance and redesign for a province-wide engagement initiative reaching 200,000 participants.
• Human Services Research Institute: Our frameworks on meaningful involvement serve as the standard for moving agencies toward authentic leadership and partnership with service recipients.
• Advocates for Children of New York: Institute frameworks provided the structure for Essential Voices, a report on engaging stakeholders and families in the implementation of systemic evaluation systems.
• Children and Youth Services Review: Institute models for rethinking voice and institutional power were applied to service-learning partnerships within California correctional facilities.
• NASSP Bulletin: The Institute’s systemic approaches for engagement were featured as a primary strategy for high school reform and improved institutional outcomes.
• Washington State Office of Homeless Youth: Using our human-centered design approach, we identified system gaps through direct interviews with those transitioning from state care that led to legislative changes affecting 10,000 people.

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Personal Empowerment and Agency

We teach that personal engagement is the prerequisite for meaningful engagement in the world around us. A growing number of organizations are learning from us.

• Road to Growth Counseling: This clinical practice uses our tools, including “100 Ways to Engage the World,” to help clients align core strengths and values with their daily lives.
• Peak Performance Coaching: Institute models for self-advocacy and agency are applied in professional coaching environments to help leaders identify and overcome internal barriers to engagement.
• Groundbreaker Therapy: Utilizes Institute findings regarding systemic power dynamics to teach people how to empower themselves and dismantle internal barriers.
• Enterprise for Equity: Delivered public education trainings that leveraged the Institute’s principles of personal engagement to launch approximately a dozen small businesses within a single year.

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Justice Through History

The Personal Engagement Institute unearths lasting connections between historical systems and modern justice and provides the evidence-based foundation for community engagement.

• Roots of Justice: Using our historical research on systemic exclusion, the NAACP Lincoln and Nebraskans for Peace created a powerful tool for community empowerment and truth and reconciliation efforts.
• Anti-Defamation League (ADL) of the Plains States: Adam led a speaker series and several panels on unraveling white supremacy, white privilege, and the framework of community engagement.
• Jewish Press: Institute research on dismantling prejudice was used as a framework for tackling difficult community topics and fostering institutional transformation.
• Movement in Omaha for Racial Equity (MORE): The Institute conducted expert analysis on police brutality and systemic racism to drive modern justice initiatives, and appeared several times with MORE to promote deeper engagement.
• Omaha History Club: We established a massive social media collective for historical documentation that has grown to over 30,000 members and 175,000 daily viewers.

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Global Higher Education

The Institute’s Intellectual Property serves as the theoretical basis for pioneering academic proposals and professional development across the globe.

• Columbia University: Columbia’s Center for Teaching and Learning uses our principles of power-sharing to develop equitable assessment practices and classroom scaffolding.
• Global Academic Research (Brazil, China, Portugal): Provided the theoretical basis for proposals on student-teacher co-participation in universities and schools across multiple continents.
• University of Nebraska at Omaha: The Institute’s Guide to Social Change Led By and With People is cataloged as a foundational resource for university-community engagement and service-learning.
• Routledge, SAGE, and Teachers College Press: Our methodologies on purpose, power, and civic engagement are cited across dozens of academic texts and professional handbooks.
• University of Denver: Our research is cited as the primary authority for distinguishing between “Meaningful Involvement” and “Tokenism” in urban improvement case studies.

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Increased Staff Capacity

The Institute serves as a lighthouse for professionals, providing the clarity needed to align their inner values with their daily roles within systems.

• Big Brothers Big Sisters of America: The Institute delivered expert consultation and training across multiple pilot sites to improve professional support for engagement.
• Michigan Association of School Boards: We provided coaching and frameworks for integrating representative voices into governance structures.
• The Mockingbird Society: Facilitating staff retreats and development days, the Institute helped this local nonprofit center on alignment with personal engagement and institutional connectedness.
• School Districts: Led professional development focused on creating authentic partnership environments and co-constructing programs.
• Antioch University: Featured as a “Leader In Purpose,” we delivered masterclasses on saving democracy and the “Democracy Deficit Disorder.”

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Validation

The founder of the Personal Engagement Institute, Adam F.C. Fletcher, has been validated by countless sources throughout his career.

“Adam Fletcher’s work is especially relevant in getting young people to participate in the realms of politics and critical education.” — Henry Giroux, Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University

“Adam is a fast driver into the next millennium.”—Harris Wofford, former US Senator and CEO of the Corporation for National Service.

“Adam is one of the most knowledgeable people in the world regarding student voice and youth rights… I highly recommend him as a presenter and a writer in our field.” — Dana Mitra, Professor of Education Policy Studies, Penn State University

“We turned to Adam to help us understand how to go about creating structured and systemic opportunities for young people to affect the programs and structures that impact them most. Through his careful guidance and direction, we were able to identify barriers, areas of bias, and a cycle of engagement that led to multiple youth/adult partnerships that have a profound effect upon how the agency honors “youth voice” and best serves our young clients. If you are an organization that serves young people, be it a school system, nonprofit or for-profit, I highly encourage you to speak with Adam about he can help to optimize your efforts and place young people at the center of your efforts.”—Ed Hinde, Student Homelessness Initiative Partnership (SHIP) of Frederick County (MD)

“Adam’s ability to connect with people from diverse backgrounds and facilitate meaningful dialogue is unparalleled. He has a unique talent for bringing together stakeholders, building consensus, and driving collaborative action. His commitment to inclusivity and equity is evident in all aspects of his work. His passion for youth development is contagious. He has an innate ability to inspire and motivate young people, helping them discover their strengths and potential as leaders. His efforts have had a profound impact on countless individuals and communities.”—Todd Johnson, Educational Service District 113 (WA)

“Adam is a passionate leader whose ingenuity and creativity drives tangible results in every project he leads. I worked alongside him for two years, during which time he brought significant value to our organization as a mentor, thought leader, and engineer of change. Not only did Adam create strategic opportunities for our nonprofit that would not otherwise exist, he supported staff members’ personal growth and skill development.”—Victoria McKinnon, Generation YES

“Adam Fletcher is a captivating, engaging presenter.” — Pat Johnson, Arizona Dairy Council

“I have had the privilege of engaging Adam as a consultant in support of youth voice programming. During this time he was responsive to the needs of my organization and it’s agencies. He also proved to be a delightful colleague and collaborator. I would strongly recommend him as a consultant, trainer or another role with any organization.”—Tim Pehlke, Big Brothers Big Sisters of America

“The feedback we received was overwhelming: many highlighted your presentation as inspiring, practice-driven, and comprehensive. Your ideas on youth participation, democracy, and digital engagement resonated deeply with our audience and sparked lively discussions. Several participants specifically mentioned your lecture as their main takeaway, emphasizing how impactful and relevant your input was for their own work. Your presence helped us create an atmosphere of learning, exchange, and empowerment — exactly what we had hoped for. We are very grateful that you shared your expertise and passion with us and contributed so significantly to the success of the event.”—Martina María Linzer & Manfred Dullnig, Gain & Sustain Europe

“We engaged Adam to provide guidance for a new, large-scale youth initiative. After informing our design of the program, he delivered a compelling keynote address for a conference attended by seven hundred elected officials from rural communities across North Carolina. He also authored a publication on how to start a youth program in a rural community and served as the lead trainer for a workshop based on that publication. His talents are many—He is an original thinker; delivers strong content based on good science; is a highly capable writer; adapted the program to complex situations statewide; and is both a talented speaker and educator/trainer. His enthusiasm is out the roof, and he is liked equally well by both youth and adults.”—Elaine Matthews, former Senior Vice President, North Carolina Rural Economic Development Center.

“Adam is the rare facilitator who knows where he’s going and how to get participants to go there with him.”—Teddy Wright, City of Seattle

“Adam is a great facilitator and leader of youth and adults! Easy to work with, focused on a clear message and adaptable in every situation. It was a pleasure to work with Adam. He is committed to youth development and knows how to navigate change while remaining edgy enough to appeal to young people. Adam will do excellent work for your next event or any long-term development work.”—Helena Stephens, City of Bellevue, Washington

“I was fortunate to meet Adam through his Youth Engagement Practitioners Cadre… Aside from being a dynamic facilitator and a incredibly knowledgeable youth engagement guru, Adam was a tough thinker. He pushed the group to challenge assumptions, highlight growth and think deeply and reflectively about ourselves and our culture. I am grateful for the experience and look forward to working with Adam often in the future!”—Sarah Ratermann Beahan, Youth Worker

“Adam is a true champion of youth voice and youth rights. He’s one of the coolest and most dedicated people I’ve met in the world of youth development. Adam’s writings and programs on youth engagement and development are part of my arsenal of best practices for young people. Adam is the man! Highly recommended.”—Al Duncan, Duncan Nuggets

“Adam is one of the most gifted, principled visionaries who empowers people of all ages and backgrounds to pursue authentic youth engagement in all sectors of society.”—Wendy Lesko, YouthInfusion.org

“Adam truly cares about people; nowhere is this more evident than in his passion for creating inclusive communities with a space for everyone. His passion for youth engagement is contagious and I appreciate his ability to challenge us be our better selves so that we can live in better communities that support and honor us all.”—Reyhan Reid, American Institutes for Research

“One thing to know about Adam, in case you’re thinking about inviting him to speak or consult with your program: his enthusiasm is contagious. Extremely so… If you want to help kickstart a giant culture change in your youth program or school, Adam is your guy. If you just want to check the box for your annual training requirement, Adam is also your guy; you just might be in for more than you bargained for. And if you need absolutely anything else, well, Adam is your guy, too, because he is, quite simply, the go-to guy; there’s not much more that needs to be said.”—Daniel Bigler, Eastern Washington University

“The keynote address by Adam F.C. Fletcher, an international expert in youth participation, offered practical strategies for building youth-centred e-democracy. He highlighted varying patterns of online youth engagement, the risks of passive digital consumption, and the need for municipalities to treat youth as partners in governance. His four recommended steps—listening to youth, supporting community hubs, ensuring transparent digital spaces, and creating long-term engagement structures—were repeatedly cited by participants as the strongest input of the conference.” — GroundUP Project Final Conference Gain & Sustain: Europe, Sdružení SPLAV, z.s. (2025)

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Summary of Institutional Trust

Built on our fundamental belief that changing our own lives is the key to changing the world, the Personal Engagement Institute is your partner in personal engagement. We help people everywhere integrate their core assumptions into their daily living and professional lives, and provide practical, effective approaches—driven by the Heartspace Model™—to help propel this vision into the future. Our methodologies have been proven in more than one hundred projects around the world; implemented in more than 1,000 events across 50 countries; cited in academic literature more than 1,000 times, and; served more than 500 diverse clients globally. You can experience us next on your own.

Ready to learn more?

Citations

• ASCD. (2007). The Learning Compact Redefined: A Call to Action. Alexandria, VA.
• Alberta Education. (2011). SpeakOut Alberta Student Engagement Initiative Year in Review 2010-11. Edmonton, AB.
• Alexander, C. C. (2020). “Leaders In Purpose, Episode 19: Adam Fletcher Sasse [Television broadcast],” Omaha, NE: KPAO Community Television.
• Bastable, E. (2023) “Learning about Modern Youth Leadership,” Portland, OR: KBOO.
• Bennell, C. (2015). Youth Involvement in Health: A Review of the Literature. Toronto, ON: Public Health Ontario.
• Brandon Marotta Show. (2021) “Adam Fletcher on Adultism.”
• Brasof, M. (2015). Student Voice and School Governance: Distributing Leadership to Improve School Outcomes. New York, NY: Routledge.
• Campbell, T. (2009). “Leadership and student voice at one high school: An action research study” (Doctoral dissertation). Washington State University.
• Carpenter, K. (2022). “North Omaha’s People’s Hospital: Open to Anyone,” Omaha Magazine.
• Chopra, C. (2014). “New Pathways for Partnerships: An Exploration of How Partnering With Students Affects Teachers and Schooling” (Doctoral dissertation).
• Cook-Sather, A. (2006). “Sound, Presence, and Power: Exploring ‘Student Voice’ in Educational Research and Reform,” Curriculum Inquiry, 36(4), 359-390.
• DECODE. (2010). Student Council Participation and Broader Civic Engagement: A Preliminary Study. Commissioned by the Library of Parliament. Ottawa, ON.
• Dotta, L. T., & Ristow, M. (2013). “Participação significativa dos estudantes – Uma proposta de formação baseada na coparticipação de estudantes e professores no ensino superior.” Universidade do Porto.
• Duffy, E. (2020). “New owner determined to restore North Omaha landmark,” Omaha World-Herald.
• Ferrand, A. (2025) “L’« adultisme », le système de domination des enfants,” [“‘Adultism,’ the system of domination over children,”] Le Monde.
• Fry, M. (2021). “#OmahaBlackHistory book embraces community’s past [Television broadcast],” KETV NewsWatch 7.
• Giroux, H. A., & Searls Giroux, S. (2004). Take Back Higher Education: Race, Youth, and the Crisis of Democracy in the Post-Civil Rights Era. New York, NY: Palgrave Macmillan.
• Gladstone, B. (2018) “The Kids Are (And Always Have Been) Alright,” On The Media. New York City, NY: WNYC .
• Interaction Institute for Social Change. (2016). A Progressive’s Style Guide.
• Kipper, J. (2021). “A look back: The Omaha riots of the 1960s [Television broadcast],” KMTV 3 News Now.
• Knoblauch, T. (2021). “North Omaha History’s Adam Fletcher Sasse on Racism’s Legacy in Metro [Radio broadcast],” KIOS-FM Omaha Public Radio.
• LAG Sdružení SPLAV. (2025). GroundUp: Fostering Rural Youth Participation in the EU Agenda – Final Publication. Co-funded by the European Union.
• Lowe, T. (2019). “The Meaningful Student Involvement Handbook – A Review of the ‘Student Voice Revolution’,” Student Engagement in Higher Education Journal, 2(2).
• Lundy, L. (2018). “‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child.” British Educational Research Journal, 33(6), 927-942.
• Mitra, D. L. (2014). Student Voice in School Reform: Building Youth-Adult Partnerships That Shape Change. Albany, NY: SUNY Press.
• Nebraska Public Media. (2021). “The Black Church in Nebraska.”
• North Carolina State Youth Council. (2006). 36th Edition North Carolina Youth Legislative Assembly Final Report. Youth Advocacy and Involvement Office. Raleigh, NC.
• NWREL (2008) “Students as Partners in Learning” Northwest Education, 13(3), 28-29.
• Odell Burney, William (2024) “As Long as You’re South of the Canadian Border—You’re South!”: The Rise of Black Power in North Omaha, Nebraska. Theses, Texas Southern University.
• Osberg, J., Pope, D., & Galloway, M. (2006). “Students matter in school reform: leaving fingerprints and becoming leaders,” International Journal of Leadership in Education.
• Pospisil, S. (2021). “All aspects of Omaha’s rich history can be found in books by local authors.” Omaha World-Herald.
• Reddy, N., & Ratna, K. (2002). A Journey in Children’s Participation. Bangalore, India: The Concerned for Working Children.
• Ripley, A. (2015) “Why Do American Students Have So Little Power?” The Atlantic.
• Shattil, D., & Cameron, E. (2022). “Uncovering the History of Redlining and Lynching in Omaha.” Omaha World-Herald.
• Shediac, R., Hoteit, L., & Jamjoom, M. (2013). Listening to Students’ Voices: Putting Students at the Heart of Education Reform in the GCC. Booz & Company.
• Sins of the City. (2023) “Omaha, Nebraska,” Sins of the City Season 4, Episode 8, TVOne Network.
• Stelly, M. (2017). In Defense of North Omaha: A socially corrective critique of Adam Fletcher Sasse’s ‘North Omaha History (Vols. 1-3)’.
• Tilton, J. (2013). “Rethinking youth voice and institutional power: Reflections from inside a service learning partnership in a California juvenile hall,” Children and Youth Services Review.
• UNESCO. (2013). Arab Youth: Civic Engagement & Economic Participation. Regional Bureau for Education in the Arab States.
• US Department of Education. (2010, January 15). “School Connectedness and Meaningful Student Participation.“ Washington, D.C.
• van de Kamp, Annette. (2021) “Unraveling Racism with Adam Fletcher Sasse,” Jewish Press.
• Victoria State Government. (2007). Student voice: A historical perspective and new directions. Paper No. 10. Department of Education Office of Learning and Teaching. Melbourne, VIC.
• Western Neighborhoods Project. (2024). “Outside Lands San Francisco, Episode 456: North Omaha History [Podcast].”
• World Scout Bureau. (2014). World Scout Youth Involvement Policy. Kuala Lumpur, Malaysia.
• Yang, H. L. (2010). “Middle School Student Involvement in China” (Doctoral dissertation).
• Zion, S. D. (2009). “Systems, stakeholders, and students: Including students in school reform,” Improving Schools.