This study examines the role of adult facilitators in supporting student voice efforts for educational policy change. Using case study and Accidental Ethnography data, we explore the actions that adult facilitators take to support student voice efforts in policy spaces. Our findings include that adults (1) intentionally shift power to students, (2) help students understand the power of their voice, and (3) help students to resist and overcome tokenization. We discuss our findings in the context of power and helping historically unpowerful groups exercise policy voice.