["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nSchools are not only instructional settings but also critical social environments in which students' emotional well‐being, sense of belonging, and agency are shaped. While previous research has emphasized the role of student voice in democratic schooling, limited empirical evidence exists on how governance‐oriented practices function in primary education through participatory interventions. This study investigates how governance‐based practices influence primary students' school happiness and sense of belonging through an action research approach. Conducted in a public primary school in Türkiye, the study involved 15 third‐ and fourth‐grade students and employed semi‐structured interviews before and after the implementation of participatory governance practices. Data were analysed using qualitative content analysis. The findings reveal that structured opportunities for representation and shared decision‐making enhance students' emotional well‐being, strengthen their sense of belonging, and foster greater engagement with school life. Students who perceived their voices as valued reported increased confidence, motivation, and psychological security, whereas limited participation and authoritarian practices were associated with feelings of marginalization and reduced attachment to school. The study demonstrates that participatory governance functions not merely as an administrative mechanism but as a socio‐emotional infrastructure supporting students' holistic development. Although situated in Türkiye, the study offers transferable insights for primary school governance contexts where student voice is emerging. By illustrating how democratic practices can be systematically developed through action research, this study contributes to the literature on democratic school leadership and offers practical implications for embedding student voice within primary school governance.\n"]