This project explores how co-design methods with students can strengthen their connection to school environments and improve classroom attendance. In response to post-pandemic absenteeism, it investigates how engaging students as design partners fosters a sense of ownership, belonging, and agency. Grounded in design research and environmental psychology, the project centers the physical and emotional impact of classroom objects and spatial experiences. By inviting students to actively shape their environments, this work challenges traditional education hierarchies and proposes that participatory design can play a critical role in re-engaging learners—positioning design as a tool for empathy, inclusion, and educational transformation.