Abstract: A major challenge for researchers and practitioners working on matters related to children and young people’s participation in civic life is how to obtain meaningful and influential contributions on planning and urban design activities from children within the constraints of adult policy and practice. The key elements of this challenge concern methods of communication between ‘experts’ and children, children’s competence and skills to participate in planning and urban design activities, and traditional rationalist approaches to planning. A number of researchers and practitioners from planning and urban design, children’s development, and citizenship have grappled with aspects of these issues. Against this theoretical background, and in the context of urban planning and design, this paper explores how semi-formal programs jointly conducted by local councils, universities and public schools (primary and secondary) can support children’s participation in planning and urban design.